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Southern  Branch 
of  the 

University  of  California 

Los  Angeles 

Form  L  I 


HARVARD  BULLETINS  IN 
EDUCATION 

NUMBER  V 


SOUTHERN  BRANCH, 

DIVERSITY  OF  CALIFORNIA, 

LIBRARY, 

4-0S  ANGELES,  CAUF, 


This  Bulletin,  the  second  issued  under  the  series-title 
"  Harvard  Bulletins  in  Education,"  continues  the  series 
begun  as  "  The  Harvard-Newton  Bulletins."  It  is 
therefore  numbered  V.  The  volumes  heretofore  issued 
are: 

I.  The  School  System  as  an  Educational  Lab- 
oratory. 

II.  Scales  for  the  Measurement  of  English  Com- 
position. 

III.  Bridging  the  Gap:  The  Transfer  Class. 

IV.  A  Selected  Critical  Bibliography  of  Voca- 
tional Guidance. 


HARVARD  BULLETINS  IN  EDUCATION 

A  DESCRIPTIVE  BIBLIOGRAPHY 

OF  MEASUREMENT 

IN  ELEMENTARY  SUBJECTS 


BY 

HENRY  W.  HOLMES,  Professor  of  Education,  Harvard  University 

G.  S.  BEAN,  Locke  School,  Arlington,  Mass. 

C.  H.  BEEK,  West  Concord  Grammar  School,  Concord,  Mass. 

H.  D.  BIXBY,  State  Normal  School,  Lowell,  Mass. 

O.  K.  COLLINS,  Superintendent  of  Schools,  Hingham,  Mass. 

ROY  DAVIS,  Mechanic  Arts  High  School,  Boston,  Mass. 

S:  B.  PAUL,  Mason  School,  Newton,  Mass. 

R.  E.  PINKHAM,  Danversport  Grammar  School,  Danvers,  Mass. 

H.  T.  PRARIO,  Hancock  School,  Lexington,  Mass. 


PUBLISHED  BY  HARVARD  UNIVERSITY 
CAMBRIDGE,  MASS. 


• 


COPYRIGHT,  igi 7 
HARVARD  UNIVERSITY 


OO   IO.\ 


to 


FOREWORD 


This  Bibliography  is  neither  complete  nor  authoritative.  It 
probably  contains,  however,  most  of  the  important  titles  in  its 
field,  and  the  descriptive  comments,  since  they  were  written  by 
responsible  and  experienced  persons  engaged  in  educational  work, 
may  be  taken  as  fairly  representative  reactions  on  the  books  and 
articles  listed.  As  editor,  I  have  unfortunately  been  obliged  to 
revise  the  lists  during  an  absence  from  Cambridge  which  has 
taken  me  far  from  my  own  sources  of  information,  so  that  I  have 
been  unable  to  supply  omissions  or  correct  mistakes  with  any 
certainty.  For  such  errors  as  appear  the  responsibility  must 
therefore  be  mine;  the  merits  of  the  bibliography  are  due  to  the 
solid  labor  of  my  coworkers. 

It  is  our  expectation  to  continue  this  bibliography  yearly  for 
an  indefinite  period;  and  we  hope  in  future  issues  to  correct  and 
amplify  the  lists.    It  will  be  of  great  service  in  this  work  if  any 
one  who  discovers  an  omission,  misstatement,  or  inadequate 
description  will  inform  the  editor, 
i      The   movement   for  educational  measurement   is   now  well 
advanced.    The  theory  of  tests  and  scales  is  fairly  well  worked 
out,  and  a  considerable  number  of  valuable  tests  and  scales  have 
been  produced;  what  is  most  needed  now  is  the  application  and 
criticism  of  these  products  in  the  class  room.     It  is  time  for 
teachers  and  principals  to  take  a  more  constructive  part  in  the 
movement.    We  hope  this  bibliography  will  help  them  to  do  so. 
The  Bibliography  is  limited  to  the  field  of  elementary  educa- 
tion and  to  measurements  in  the  subjects  actually  taught  in 
school.     It  contains  no  references  to  psychological  tests,  and 


VI  FOREWORD 

refers  to  general  surveys  only  when  these  include  reports  of  the 
use  of  tests  and  scales  in  subjects. 

Mr.  Roy  Davis  and  Mr.  H.  D.  Bixby  have  contributed  to  the 
publication  of  the  Bibliography  more  largely  than  the  other 
members  of  the  Seminary  by  which  it  was  prepared,  and  have 
generously  relieved  me  of  the  labor  of  proof  reading  and  of 
certain  final  revisions;  the  thanks  of  the  whole  Seminary  are  due 
them  for  their  careful  and  continuous  effort. 

Henry  W.  Holmes. 


CONTENTS 

I.  The  Theory  of  Tests  and  Scales.     Discussions  of  the 

Movement  for  Educational  Measurement 3 

II.  Reports  on  the  Use  of  Tests  in  Various  Subjects;  Lists  of 

Tests  and  Scales 9 

III.  Reading 12 

IV.  Penmanship 19 

V.   Spelling 24 

VI.  Composition 28 

VII.  Grammar 33 

VIII.  Arithmetic 34 

IX.   Geography 41 

X.  Drawing 41 

XI.  Addresses 42 

Index 45 


A  DESCRIPTIVE  BIBLIOGRAPHY 

OF  MEASUREMENT 

IN  ELEMENTARY  SUBJECTS 


BIBLIOGRAPHY  OF  MEASUREMENT 
IN  ELEMENTARY  SUBJECTS 


THE  THEORY  OF  TESTS  AND  SCALES.    DISCUSSIONS 
OF  THE  MOVEMENT  FOR  EDUCATIONAL 
MEASUREMENT 

Ayres,  Leonard  P.  Measuring  educational  processes  through 
educational  results.  School  Review,  Vol.  xx,  No.  5,  pp.  300- 
309,  May  1912. 

Discusses  the  change  in  attitude  of  educators  toward  scientific  study 
of  education  in  the  past  fifteen  years.  The  author  says  this  has  been 
forced  by  exactions  of  this  scientific  age.  Education  has  had  to  fall  in 
with  the  movement  for  efficiency.  Advance  has  been  made  from  the 
examination  of  method  to  the  study  of  the  product.  This  study  has 
led  to  reforms  in  administration  to  the  benefit  of  the  schools.  Evidence 
has  taken  the  place  of  "  authority."  Surveys  have  resulted  from  the 
demand  for  evidence  and  standards  for  measurement  have  been  pro- 
duced. This  measurement  of  results  is  scientific  method  applied  to 
education. 

The   measurement   of  educational   processes   and  products. 

Conference  on  Educational  Measurements,  The  Extension 
Division  of  Indiana  University,  Bloomington,  Ind.,  pp. 
127-133,  April  16  and  17,  1915. 

Discusses  the  method  of  formulating  and  standardizing  a  series  of 
tests,  with  special  reference  to  the  Ayres  Spelling  Scales.  This  is  fol- 
lowed by  questions  from  those  present  at  the  conference.  An  article 
of  value  to  students  engaged  in  constructing  tests  and  measures.  It 
shows  one  method  of  standardizing  tests. 


Bagley,  W.  C.  The  need  of  standards  for  measuring  progress  and 
results.  Proceedings,  National  Education  Association,  191 2, 
pp.  634-639. 

Shows  that  standards  produce  economy  in  five  ways:   (1)   by  pro- 
viding the  teacher  with  a  definite  goal  toward  which  to  direct  his 

3 


4  BIBLIOGRAPHY  OF  MEASUREMENT 

efforts,  (2)  by  furnishing  the  pupil  with  a  powerful  incentive,  (3)  by- 
giving  supervisors  a  means  of  detecting  weaknesses,  (4)  by  providing 
a  means  of  testing  new  methods,  (5)  by  furnishing  a  means  of  deter- 
mining with  a  nicer  degree  of  accuracy  the  growth  in  efficiency  of  a 
school  system.  Discusses  the  imperative  need  of  reducing  teaching 
experience  to  a  trustworthy  basis,  and  so  formulating  the  experience 
that  it  may  be  readily  assimilated  and  applied  by  beginners,  and  asserts 
that  the  construction  of  standards  offers  a  most  effective  means  of 
meeting  this  need.  Shows  the  two  types  of  standards  already  estab- 
lished: (1)  those  represented  by  the  exact  definitions  resulting  from 
the  work  of  the  Carnegie  Foundation  and  the  North  Central  Associa- 
tion of  Colleges  and  Secondary  Schools;  (2)  those  represented  by  the 
work  of  Binet,  Courtis,  Thorndike,  and  Ayres.  Points  out  lines  of 
future  progress,  and  shows  the  dangers  lurking  in  the  present  interest 
in  the  construction  of  standards,  and  the  necessity  for  settling  down  to 
patient,  painstaking,  systematic  investigation. 

Ballou,  Frank  W.  Improving  instruction  through  educational 
measurement.  National  Education  Association  Bulletin, 
Vol.  iv,  No.  6,  pp.  196-203,  May  1916. 

States  the  aim  of  the  department  of  educational  investigation  and 
measurement  in  Boston,  enumerates  the  steps  in  the  process  of  im- 
provement of  instruction,  and  describes  the  present  status  of  educa- 
tional measurement  in  that  city.  It  contains  a  very  clear  and  com- 
prehensive account  of  the  work  done  with  the  Courtis  Tests,  and  in 
spelling,  geography,  penmanship,  and  addition  of  fractions.  Especial 
attention  is  given  to  the  use  of  the  Courtis  Tests  in  measuring  improve- 
ment in  arithmetical  results.  The  tables  and  observations  concerning 
the  results  are  both  interesting  and  enlightening. 

The  significance  of  educational  measurement.     Journal   of 

Education,  Vol.  lxxx,  pp.  61-78,  July  16,  1914. 

An  excellent  exposition  of  the  need  of  standards  of  achievement  in 
education  and  of  scales  for  the  measurement  of  that  achievement. 
Emphasizes  the  difference  between  the  two,  and  outlines  the  results  of 
their  use.  The  meaning  of  the  movement  for  educational  measurement 
is  simply  and  clearly  set  forth. 


-  Work  of  the  department  of  educational  investigation  and 
measurement,  Boston,  Mass.  The  15th  Yearbook  of  the 
National  Society  for  the  Study  of  Education,  pp.  61-68, 
1916. 

A.  Measurement  of  educational  results. 

B.  Supervision  of  a  revision  of  the  elementary  course  of  study. 

C.  Organization  of  a  plan  for  the  promotion  of  teachers  on  merit. 


IN  ELEMENTARY  SUBJECTS  5 

Birch,  T.  Bruce.  Standard  tests  and  scales  of  measurement. 
Psychological  Clinic,  Vol.  x,  pp.  49-57,  April  15,  1916. 

An  article  outlining  the  need  of  measuring  the  achievements  of 
pupils.  Explains  the  functions  of  a  successful  test  and  outlines  a  plan 
whereby  tests  may  be  more  scientifically  prepared.  A  valuable  article 
for  one  unacquainted  with  the  aims  and  functions  of  tests. 

Bliss,  Don  C.  School  measurements  and  school  administration. 
Educational  Administration  and  Supervision,  Vol.  1,  No.  2, 
pp.  77-88,  Feb.  1915. 

A  strong  argument  in  favor  of  the  use  of  standard  tests.  The  article 
shows,  by  charts,  the  results  of  using  test's  in  penmanship,  spelling, 
and  arithmetic  to  stimulate  individual  improvement  and  to  give  the 
teacher  an  exact  idea  of  the  condition  of  the  class  and  of  the  individual. 
It  does  not  deal,  except  in  the  case  of  penmanship,  with  the  use  of 
so-called  "  standard  tests,"  but  rather  with  the  use  of  tests  that  are 
"standard"  for  the  city  or  for  the  school.  Of  interest  to  superinten- 
dents, principals,  and  teachers  who  would  know  definitely  about  the 
progress  of  pupils  in  subjects  in  which  the  progress  can  be  definitely 
measured. 

—  The  application  of  standard  measurements  to  school  adminis- 
tration. The  15  th  Yearbook  of  the  National  Society  for  the 
Study  of  Education,  pp.  69-78,  1916. 

Standard  tests  were  applied  in  fundamental  subjects  at  Montdair, 
N.  J.  in  1 91 2.  The  report  accompanied  by  charts  and  tables  lays 
emphasis  on  subnormal  pupils. 

Brown,  George  A.  Help  from  the  use  of  standard  scales  of  attain- 
ment in  school  subjects.  School  and  Home  Education,  No.  33, 
p.  300,  April  1913-14. 

States  briefly  the  real  purpose  of  tests,  showing,  for  example,  just 
what  the  Courtis  Tests  are  supposed  to  measure. 

Colvin,  Stephen.  Marks  and  the  marking  system  as  an  incentive 
to  study.     Education,  Vol.  xxxn,  pp.  560-572,  May  1912. 

The  writer  advocates  a  carefully  graded  scale  of  objective  measure- 
ment as  a  scientific  and  vital  means  of  measuring  the  progress,  both 
relative  and  absolute,  of  pupils.  He  believes  that  such  standards 
should  give  a  body  of  exact  data  for  the  use  of  the  educational  expert, 
should  furnish  a  definite  standard  for  the  relative  place  and  assignment 
of  pupils,  and  should  also  prove  a  vigorous  stimulus  for  the  pupils 
themselves. 


6  BIBLIOGRAPHY  OF  MEASUREMENT 

Courtis,  S.  A.  Educational  diagnosis.  Educational  Adminis- 
tration and  Supervision,  No.  i,  pp.  89-116,  Feb.  1915. 

A  plea  for  increasing  the  efficiency  of  school  work  by  diagnosing 
individual  cases  by  the  aid  of  the  Courtis  Standard  Tests.  Graphs, 
diagrams,  etc.,  with  their  explanations,  are  given,  showing  the  general 
results  of  these  tests.  From  these  the  conclusion  is  drawn  that  most 
schools  are  inefficient.  Other  graphs  and  diagrams  are  given  showing 
typical  and  interesting  cases  brought  to  light  by  the  use  of  these  tests 
and  for  which  methods  of  treatment  are  suggested.  The  claim  is  made 
that  by  such  an  analysis  of  conditions  and  by  the  intelligent  remedying 
of  defects,  made  possible  by  the  use  of  standard  tests,  a  great  gain  in 
efficiency  will  be  made.  The  article  is  important  for  those  who  are 
seeking  school  efficiency  through  the  use  of  standard  tests. 

Supervisory  control  by  means  of  objective  standards.  Con- 
ference on  Educational  Measurements,  The  Extension 
Division  of  Indiana  University,  Bloomington,  Ind.,  pp.  37- 
68,  April  16  and  17,  1915. 

An  illustrated  lecture  based  chiefly  on  Courtis  Tests  in  arithmetic 
presented  to  show  the  value  of  standard  tests  as  an  aid  in  supervision. 
Urges  setting  standards  of  attainment  for  different  grades  in  different 
subjects  and  setting  children  to  other  tasks  when  the  standard  is 
reached.  Shows  that  in  the  mechanical  elements  of  education,  the 
size  of  class  is  immaterial.  Pictures  a  new  school  plant  resulting  from 
the  use  of  standards.  An  article  of  much  significance  for  school 
administration. 

Littell,  H.  V.  Testing  efficiency  in  school.  Proceedings  28th 
Annual  Meeting  Associated  Principals  and  Council  of  Ele- 
mentary Principals  and  Teachers,  pp.  67-75,  I9I 2- 

A  discussion  of  the  lack  of  efficiency  in  the  present  teaching  process. 
The  results  of  the  application  of  the  standard  tests  and  scales  show  that 
there  is  a  need  of  wider  use  of  tests  and  standards.  Proof  of  the  values 
of  scientific  measuring  of  ability. 

Maxwell,  William  H.  Efficiency  of  schools  and  school  systems. 
Proceedings,  National  Education  Association,  pp.  395-402, 

i9J5- 

A  vigorous  protest,  couched  in  definite  statements,  against  certain 
methods  of  testing  the  efficiency  of  a  school  system.  Deprecates  the  use 
of  the  Courtis  Tests,  and  attempts  to  prove  that  statistical  measure- 
ments do  not  apply  in  education.  Gives  a  list  of  15  "  conditions  "  or 
propositions  by  which  the  efficiency  of  a  school  system  may  be  deter- 
mined.    Gives  in  brief  a  common  point  of  view. 


IN  ELEMENTARY  SUBJECTS  7 

Monroe,  Walter  S.    Standard  tests  and  their  uses.    Teaching, 

Vol.  i,  pp.  9-14,  Nov.  15,  1914. 

Discusses  the  weaknesses  in  the  present  method  of  grading  pupils' 
work  in  accordance  with  the  personal  opinion  of  the  individual  teachers. 
Presents  the  value  of  educational  standards  and  objective  measure- 
ments, and  contains  a  short  description  of  the  Courtis  Tests  in  arith- 
metic, and  Ayres'  and  Thorndike's  penmanship  scales.  The  facts  are 
briefly  and  simply  told.    A  good  article  for  young  teachers  to  read. 

Scott,  Fred  N.    Efficiency  for  efficiency's  sake.    School  Review, 

Vol.  xxhi,  pp.  34-42,  Jan.  1915. 

Rehearses  the  story  of  the  rapid  growth  of  interest  in  educational 
efficiency  and  points  out  the  danger  of  overlooking  the  real  end  and 
nature  of  education  in  the  zeal  for  measurement,  and  the  danger  of 
pursuing  efficiency  solely  for  efficiency's  sake.  Shows  the  real  work  of  a 
true  teacher,  and  emphasizes  the  superior  value  of  the  things  in  teach- 
ing that  can  not  be  measured.  A  thoroughly  human  article  by  one 
who  appreciates  the  significance  of  the  efficiency  movement  in  educa- 
tion, but  who  sees  the  need  of  differentiating  between  the  measurable 
and  unmeasurable,  and  senses  the  relative  value  of  the  two. 

Smith,  James  H.  Individual  variations  in  arithmetic.  Elemen- 
tary School  Journal,  Vol.  xvh,  No.  3,  pp.  195-200,  Nov. 
1916. 

A  report  of  a  study  made  to  determine  the  cause  of  individual  varia- 
tions within  any  class  and  to  remedy  this  by  methods  of  instruction. 
Test  material  used  was  taken  from  that  of  Cleveland  Survey.  Test 
work  was  done  orally  by  individual  pupils  and  written  report  prepared 
by  investigators.  Nine  main  sources  of  error  were  found  and  frequency 
of  each  shown  by  tabulation.  Probable  causes  of  certain  of  these  are 
discussed.  Three  general  methods  of  instruction  for  improvement 
were  followed  and  final  results  of  work  as  shown  by  second  test  shown 
in  comparative  graphs.  A  good  account  of  the  use  of  standard  tests 
as  a  means  of  diagnosis. 

Stockton,  James  L.     Exact  measurements  in  education.    Row, 

Peterson  &  Co.,  Chicago  and  New  York,  1915. 

The  author  discusses  in  a  scholarly  way  four  theses:  (1)  Measure- 
ment in  education  should  have  for  its  goal  the  computation  of  work  and 
rate  of  work  (power)  in  the  sense  in  which  these  terms  are  used  in 
mechanics.  (2)  Scales  of  force,  space,  and  time  exist  or  can  be  made 
for  school  subjects,  and  the  standard  units  of  these  scales  should  be 
combined  into  standard  units  of  work  and  power.  (Units  are  worked 
out  for  penmanship  and  illustrated  by  experiments  with  the  Thorndike 
scale.)     (3)    Many  units  in  many  school  subjects  should  be  supple- 


8  BIBLIOGRAPHY  OF  MEASUREMENT 

merited  by  a  single  unit  for  the  computation  of  mental  work  and  mental 
power  in  all  school  subjects.  (A  theory  of  a  scale  of  intelligence  is 
presented.)  (4)  To  consider  either  force,  space,  or  time  alone  or  to 
combine  them  in  an  arbitrary  manner  gives  unreliable  results. 
(Illustrates  this  from  penmanship  rating  and  from  use  of  Binet-Simon 
test.)  Points  the  way  clearly  to  future  work  in  scale  making  and  in 
using  scales.     Valuable  to  scientific  investigators. 

Strayer,  G.  D.    By  what  standards  or  tests  shall  the  efficiency  of  a 

school    or    system   of   schools  be   measured  ?     Proceedings, 

National  Education  Association,  pp.  560-566,  191 2. 

Calls  attention  to  the  possible  fines  of  work  by  the  National  Council 
Committee  on  Standards  and  Tests  which  may  result  in  the  production 
of  a  significent  report  later  on.  These  deal  with  (1)  producing  an 
annotated  bibliography  of  all  the  studies  on  educational  standards  or 
test;  (2)  bringing  together  the  experiences  of  all  engaged  in  such  in- 
vestigations and  organizing  it  in  such  form  as  to  aid  in  the  development 
of  a  system  or  scheme  of  measurement  which  will  take  into  account  all 
the  types  of  educational  activity,  i.  e.,  business  organization,  educa- 
tional administration,  and  measurement  of  achievement  of  pupils, 
classes  and  schools.  Points  out  that  demand  for  measurement  is  not 
new,  that  the  present  day  is  dissatisfied  with  the  rough  approximations 
of  the  past  and  that  progress  has  been  made,  that  investigations  to-day 
are  partial  and  may  be  injurious  unless  the  relation  to  the  whole  of  the 
activity  investigated  be  kept  clearly  in  mind.  Interesting  as  a  definite 
appreciation  of  what  is  to  be  done,  and  as  indicating  that  efforts  are 
being  made  to  do  the  things  necessary. 

The  use  of  tests  and  scales  of  measurement  in  the  administra- 
tion of  schools.     Proceedings,  National  Education  Associa- 
tion, pp.  579-582>  J9i5- 
Discusses  the  four  uses  of  tests  and  scales: 

(1)  To  compare  achievements  of  children  in  different  school  systems. 

(2)  To  compare  achievements  of  children  in  the  same  school  system. 

(3)  To  study  progress  of  pupils  in  a  subject  from  grade  to  grade. 

(4)  To  indicate  progress  of  any  group  for  a  certain  period. 

Illustrates  the  use  of  Courtis  Tests,  spelling  tests,  Hillegas  Composi- 
tion Scale,  and  Thorndike  Handwriting  Scale.  Gives  a  few  hints  as  to 
conclusions  to  be  drawn  from  the  use  of  tests  and  scales,  and  the  value 
of  their  use  to  teachers  and  pupils.  A  brief  presentation  that  will  tend 
to  encourage  the  use  of  standard  tests  and  scales  by  educational 
executives. 


-  Report  of  the  committee  of  the  National  Educational  Associa- 
tion on  tests  and  standards  of  efficiency  in  schools  and  school 
systems.    Proceedings,  National  Education  Association,  191 5. 


IN  ELEMENTARY  SUBJECTS  9 

The  report  is  accompanied  by  discussions  of  leading  educators  on 
the  subject.  It  urges  the  development  of  scientifically  derived  scales 
of  measurement  for  subjects  and  school  systems. 

Thorndike,  Edward  L.  The  measurement  of  educational  prod- 
ucts. The  School  Review,  Vol.  xx,  No.  5,  pp.  289-300, 
May  1912. 

Discusses  the  need  of  some  means  of  objective  evaluations  of  the 
work  of  the  schools,  and  the  difficulty  of  securing  such  an  evaluation. 
States  the  requirements  of  an  ideal  scale.  Shows  how  a  large  number 
of  subjective  judgments  may  become  the  basis  of  an  objective  scale  as 
well  as  to  determine  the  very  necessary  zero  point.  Dr.  Thorndike 
recognizes  the  probable  main  objections  to  standard  scales  or  tests  but 
offers  refutation  for  these  arguments.  An  article  of  value  to  all  stu- 
dents in  the  field  as  an  aid  to  understanding  the  validity  of  tests  and 
scales  which  have  been  scientifically  handled. 


II 

REPORTS  ON  THE  USE  OF  TESTS  IN  VARIOUS 
SUBJECTS;  LISTS  OF  TESTS  AND  SCALES 

Babbitt,  Franklin.  Report  of  the  school  survey  of  district 
number  one  in  the  city  and  county  of  Denver,  Colo.  The 
School  Survey  Committee,  Denver,  Colo.,  pp.  50-74,  1916. 

Contains  an  account  of  measuring  the  quality  of  compositions  in 
grades  4-8  inclusive.  A  scale  was  derived  from  the  compositions 
written  in  the  test,  and  then  the  compositions  were  rated  by  the  use  of 
this  scale.  Grades  were  tested  in  nineteen  schools  and  the  results 
tabulated.  The  scale  used  is  printed  in  full  in  the  report.  Contains, 
also,  an  account  of  a  test  in  penmanship,  given  in  all  the  schools  in  the 
district,  to  obtain  measures  in  speed  and  form.  Results  in  form  were 
measured  by  the  Ayres  scale.  The  speed  results  are  given  in  terms  of 
words  written  per  minute.  Tables  and  charts  show  the  records  of  the 
different  grades  in  each  school,  and  the  findings  are  briefly  discussed. 
A  good  example  of  the  practical  use  of  standard  scales  and  tests. 

Childs,  H.  G.  A  half-year's  progress  in  the  achievement  of  one 
school  system.  The  15  th  Yearbook  of  the  National  Society 
for  the  Study  of  Education,  pp.  79-90,  1916. 

Progress  as  measured  by  the  Thorndike  visual  vocabulary  Test  and 
by  the  Courtis  Tests,  series  B,  given  in  Bloomington,  Indiana.  Charts 
and  tables  show  the  progress  in  achievement  in  this  school  system. 


10  BIBLIOGRAPHY  OF  MEASUREMENT 

Cubberley,  E.  P.  Use  of  standard  tests  at  Salt  Lake  City,  Utah. 
The  15th  Yearbook  of  the  National  Society  for  the  Study  of 
Education,  pp.  107-110,  1916. 

A  measure  of  instruction  in  writing,  spelling,  composition,  arithme- 
tic, and  reading  in  the  elementary  schools.  Used  Ayres,  Hillegas, 
Thorndike,  and  Courtis  tests  and  scales.  Salt  Lake  City  averaged 
above  the  standard. 

Gray,  William  S.  Descriptive  list  of  standard  tests.  Elementary 
School  Journal,  Vol.  xvn,  pp.  24-34,  Sept.  1916. 

An  article  telling  of  standard  tests.  —  their  nature,  purpose,  price, 
and  the  places  at  which  they  are  obtainable.  Very  valuable  as  a  refer- 
ence list. 

Harlan,  Charles  H.  A  comparison  of  the  writing,  spelling,  and 
arithmetic  abilities  of  comity  and  city  children.  Educational 
Administration  and  Supervision,  Vol.  11,  No.  9,  pp.  560-573, 
Nov.  1916. 

A  study  undertaken  to  compare  rural  schools  and  city  schools  in 
writing,  spelling,  and  arithmetic.  Material  was  taken  from  21  schools. 
The  handwriting  of  the  rural  schools,  on  the  average,  was  found  of 
approximately  the  same  quality  and  was  produced  at  about  the  same 
speed  as  that  of  city  schools.  In  spelling  the  country  averages  were 
uniformly  lower  than  the  city  averages.  In  arithmetic  the  rural  schools 
ranked  approximately  two  years  below  the  city  schools.  There  were 
13  more  pupils  per  hundred  in  the  rural  schools  who  were  average  than 
in  the  city  schools.    Valuable  for  rural  superintendents. 

Johnston,  Joseph  H.  A  brief  tabular  history  of  the  movement 
toward  standardization  by  means  of  scales  and  tests  of  educa- 
tional achievement  in  the  elementary  school  subjects.  Educa- 
tional Administration  and  Supervision,  Vol.  11,  No.  8,  pp. 
483-492,  Oct.  1916. 

A  brief  record  of  those  investigations  that  have  resulted  in  the  for- 
mation of  definite  tests  or  scales  in  the  elementary  school  subjects,  and 
other  more  noteworthy  attempts  at  standardization  from  the  use  of 
these  tests  and  scales.  Tabulates  data  for  thirty-two  investigations, 
extending  from  1895  to  191 5,  in  arithmetic,  drawing,  handwriting, 
English  composition,  language,  reading,  oral  reading,  silent  reading, 
spelling,  and  vocabulary.  The  data  include  names  of  investigators, 
subject  investigated,  date  of  study,  general  method  employed,  and 
results.  A  bibliography  indicates  where  the  details  of  each  investiga- 
tion may  be  found. 


IN  ELEMENTARY  SUBJECTS  II 

Judd,  Charles  Hubbard.  Measuring  the  work  of  the  public 
schools.  The  Survey  Committee  of  the  Cleveland  Founda- 
tion, 290  pp.,  Cleveland,  Ohio,  1916. 

Tells  of  poor  conditions  found  in  Cleveland  schools  by  the  Survey 
Committee.  Points  these  out  definitely  by  tests  in  all  subjects  and 
comparison  with  tests  of  many  other  cities.  In  summaries  of  results  of 
tests  in  each  subject  are  given  suggestions  for  improving  conditions. 
Tests  given  are  shown  in  appendix. 

Manahan,  J.  L.    A  bibliography  of  educational  surveys  and  tests. 

University  of  Virginia  Record,  Extension  Series,  Vol.  11, 

No.  3,  pp.  50-92,  Nov.  1916. 

An  annotated  bibliography  of  educational  surveys  and  tests  giving 
a  brief  summary  of  each  reference  presented.  These  are  of  four  kinds, 
(a)  school  surveys,  state,  city,  and  county;  (b)  standard  tests  in 
school  subjects;  (c)  studies  in  the  application  of  these  tests;  (d)  tests 
of  mental  intelligence  and  studies  in  their  application  (not  annotated 
in  this  issue).  Sufficient  data  are  presented  to  give  a  fair  idea  of  the 
scope  and  value  of  each  reference,  together  with  all  information 
needed  to  obtain  it.  The  list  is  by  no  means  complete,  but,  so  far  as  it 
goes,  it  is  valuable  for  reference. 

Springer,  Isidore.  Teachers'  year  book  of  educational  investiga- 
tions. Division  of  Reference  and  Research,  Department  of 
Education,  New  York  City,  Pub.  No.  14,  1914,  12  pp.  8vo. 
(Bulletin  no.  1.) 

Contains  the  following  scales  and  comments  upon  them:  —  Courtis 
Arithmetic  and  English  Tests,  Harvard  Newton  Scale  for  Composition, 
Buckingham  Spelling  Test,  Thorndike  Reading  Scale  and  Penman- 
ship Scale,  Kendall  Geography  Tests,  Thorndike  Drawing  Scale, 
and  also  Tests  of  educational  administration. 

Starch,  Daniel.    Educational  measurements.    Macmillan  Co., 

197  pp.,  New  York,  1916. 

A  collection  of  the  greater  number  of  the  tests  for  which  standard 
scales  have  been  determined.  Gives  the  tests  in  full  and  more  or  less 
complete  directions  for  applying  them.  Four  chapters  which  accom- 
pany the  collected  tests  give  excellent  reasons  for  the  use  of  such  tests. 
This  volume  is  very  useful  to  those  who  desire  to  learn  the  nature  of 
the  various  tests  and  as  a  reference  book  for  those  who  contemplate 
using  them. 

Strayer,  George  D.  Report  of  a  survey  of  the  school  system  of 
Butte,  Mont.  School  Board  of  Butte,  Mont.,  pp.  69-96, 
1914. 


12  BIBLIOGRAPHY  OF  MEASUREMENT 

A  chapter  in  the  report  of  the  Survey  Commission  of  Butte  dealing 
with  the  achievement  of  pupils  in  the  elementary  schools  of  that  city. 
The  achievement  in  spelling,  composition,  handwriting,  and  the  fun- 
damental processes  in  arithmetic  was  tested  by  means  of  standardized 
tests  and  scales.  In  spelling,  tests  of  a  known  standard  derived  by 
Ayres  were  used;  in  composition,  the  scoring  was  done  with  the  aid  of 
the  Hillegas  scale.  The  Thorndike  scale  was  used  in  scoring  the  pen- 
manship papers,  and  the  Courtis  Tests  were  used  in  arithmetic.  The 
chapter  contains  the  exact  tests  given,  states  the  method  of  giving  and 
of  scoring,  shows  the  results  by  means  of  tables  and  graphs,  and  com- 
ments instructively  on  these  results. 


Ill 

READING 

Brown,  H.  A.  The  measurement  of  efficiency  of  instruction  in 
reading.  Elementary  School  Teacher,  Vol.  xiv,  No.  10,  pp. 
477-490,  June  1914. 

Discusses  the  need  and  effectiveness  of  tests  of  reading  ability. 
Describes  procedure  in  testing  reading  in  seven  New  Hampshire  school 
systems.  Gives  the  tests  and  the  method  of  scoring  results  and  dis- 
cusses reasons  for  the  use  of  given  standards.  The  author  uses  results 
of  tests  given  as  a  basis  for  analysis  of  efficiency  of  teaching  of  reading, 
thus  showing  one  of  the  virtues  of  standard  tests.  This  is  a  painstaking 
piece  of  work,  but  the  method  of  scoring  is  open  to  criticism  because  of 
its  dependence  on  subjective  judgments. 

The  measurement  of  ability  to  read.    N.  H.  Dept.  of  Public 

Instruction  in  cooperation  with  the   General  Educational 

Board.    Bureau  of  Research,  Bulletin,  No.  1. 

Discusses  the  importance  and  need  of  reading  tests.  Gives  tests  and 
describes  method  used  in  testing  reading  in  many  New  Hampshire 
communities.  Presents  data  in  tabular  and  graphic  form,  together 
with  a  key  to  the  scheme  for  scoring  papers.  Discusses  the  use  of  these 
data  as  aids  in  diagnosis,  for  comparison  of  results  of  various  teaching 
methods,  and  to  help  in  solution  of  other  problems  of  administration 
in  this  field. 


Courtis,  S.  A.    Standard  tests  in  English.    Elementary  School 

Teacher,  Vol.  xiv,  pp.  374-392,  April  1914. 

The  writer  differentiates  between  standard  tests  on  the  one  hand 
and  ordinary  examinations  and  the  "pure  science"  tests  of  psychol- 
ogists on  the  other,  and  states  definitely  and  clearly  the  four  functions 
of  standard  tests.    He  describes  briefly  the  six  English  tests  he  has 


IN  ELEMENTARY  SUBJECTS  1 3 

devised  for  use  in  measuring  ability  in  reading,  and  to  illustrate  the 
types  of  results  obtained  gives  a  score  sheet  showing  scores  made  by  an 
adult,  and  also  graphs  showing  the  results  from  measurements  in  one 
school.  The  discussion  accompanying  the  graphs  is  both  interesting 
and  instructive.  School  executives  and  all  teachers  of  English  will  find 
the  article  of  distinct  value.  The  study  being  made  by  the  author,  as 
here  outlined,  ought  to  produce  ultimately  a  valuable  set  of  standards 
in  English. 

Courtis,  S.  A.  Standards  in  rates  of  reading.  National  Society 
for  the  Study  of  Education,  Fourteenth  Year  Book,  Pt.  I, 
pp.  44-58,  Feb.  1915. 

A  discussion  of  the  teaching  of  reading  for  the  mastery  of  technique. 
Gives  reasons  for  use  of  a  standard  scale.  States  that  training  in 
technique  of  reading  is  useless  beyond  a  certain  point  or  mental  age. 
Provides  a  series  of  sample  tests  with  tabulations  and  graphs  of  scores. 
Discusses  scores  as  a  basis  for  diagnosis  of  weaknesses.  Shows  the 
value  of  the  use  of  standard  scores  in  supervision.  A  thoroughly 
scientific  article  by  an  authority  in  this  field. 

Gray,  William  S.  A  selected  bibliography  upon  practical  tests  of 
reading  ability.  National  Society  for  the  Study  of  Educa- 
tion, Fourteenth  Year  Book,  Pt.  I,  pp.  59,  60,  Feb.  191 5. 

A  bibliography  of  the  best  publications  on  this  subject  appearing 
prior  to  February,  191 5. 

Methods  of  testing  reading.     Elementary  School  Journal, 

Vol.  xvi,  No.  5,  pp.  231-246,  Jan.  1916. 

A  detailed  description  of  certain  rough  general  tests  which  may  be 
administered  under  ordinary  school  conditions.  There  is  also  a  dis- 
cussion of  some  standard  tests  organized  to  secure  more  exact  results. 
Gives  directions  for  preliminary  tests  and  a  scoring  scheme.  Presents 
a  set  of  standard  tests  with  methods  of  scoring  and  directions  for  work- 
ing up  results.  Provision  is  made  in  the  method  of  administration  for 
valuable  comparisons  of  any  grade  with  those  contiguous  to  it,  as  a 
means  of  checking  up  progress.  A  clear  presentation  of  a  carefully 
constructed  series  of  tests.  Should  be  compared  critically  with  similar 
work  by  Starch,  by  Thorndike,  and  by  Kelley.  There  are  several 
commendable  features  about  these  tests,  and  the  article  as  a  whole  is 
worthy  of  a  careful  reading  by  all  interested  in  this  field  of  educational 
activity. 

Methods  of  testing  reading,  II.    Elementary  School  Journal, 

Vol.  xvi,  No.  6,  pp.  281-198,  Feb.  1916. 

Continuation  of  an  article  by  the  writer  in  the  preceding  issue  of  this 
periodical.    Presents  a  new  series  of  tests  of  oral  and  silent  reading, 


14  BIBLIOGRAPHY  OF  MEASUREMENT 

with  directions  for  their  administration  carefully  discussed.  A  scoring 
scheme  is  presented  and  discussed.  Speed  and  mechanical  difficulty  of 
reading  and  speed  and  quality  of  reproduction  are  scored.  Sample 
scores  are  tabulated.  Concludes  with  an  interesting  discussion  of  the 
value  of  tests  to  administrative  officers,  and  gives  suggestion  for 
grading  the  element  of  expression.  One  of  the  best  of  the  articles  on 
standard  reading  tests,  containing  some  commendable  original  fea- 
tures. The  article  should  be  read  by  progressive  administrative 
officers;  and  the  class-room  teacher  could  profit  by  study  of  it  and  the 
subsequent  use  of  the  tests. 

Gray,  William  S.  A  study  of  the  emphasis  on  various  phases  of 
reading  instruction  in  two  cities.  Elementary  School  Journal, 
Vol.  xvn,  No.  3,  pp.  178-186,  Nov.  1916. 

A  critical  comparison  of  the  results  of  the  tests  of  reading  in  St.  Louis 
and  Cleveland  to  show  how  different  phases  of  instruction  are  empha- 
sized. Data  secured  during  educational  surveys  of  these  cities  are 
analysed  in  the  light  of  known  practices  in  these  cities.  No  test 
material  is  presented.  Graphic  representations  are  presented  and  dis- 
cussed to  show  differences  in  results  which  come  from  different  prac- 
tices in  instruction.  Points  of  strength  and  weakness  are  called  to 
attention  and  means  of  improvement  suggested. 

A  cooperative  study  in  reading  in  eleven  cities  of  northern 

Illinois.  Elementary  School  Journal,  Vol.  xvn,  No.  4,  pp. 
250-265,  Dec.  1916. 

Reports  a  cooperative  study  by  a  branch  of  the  Illinois  Teachers 
Association  by  means  of  the  author's  standard  tests.  Both  oral  and 
silent  reading  were  tested.  Tabulations  of  data  are  extensively  shown 
and  thoroughly  discussed  and  compared.  Test  materials  used  are  not 
introduced.  A  highly  interesting  article  showing  the  great  value  of 
standard  tests  for  purposes  of  comparison  and  diagnosis. 

Haggerty,  M.  E.  Scales  for  reading  vocabulary  of  primary 
children.  Elementary  School  Journal,  Vol.  xvn,  No.  2,  pp. 
106-115,  Oct.  1916. 

Describes  the  derivation  of  scales  by  use  of  the  tests  suggested  by 
Robinson  G.  Jones  in  the  Fourteenth  Year  Book  of  the  Society  for  the 
Study  of  Education.  The  tests  are  lists  of  118  phonic  and  236  sight 
words  and  are  used  to  determine  the  relative  difficulty  of  the  words. 
Tests,  tabulated  data,  and  discussion  of  problems  suggested  by  the 
results  follow,  with  a  critical  discussion  of  the  method  of  grading  fol- 
lowed by  the  author  of  the  tests.  An  interesting  account  of  an  experi- 
ment with  tests. 


IN  ELEMENTARY  SUBJECTS  1 5 

Jones,  Robinson  G.  Standard  vocabulary.  The  National 
Society  for  the  Study  of  Education,  Fourteenth  Year  Book, 
Chap.  4,  pp.  37-43,  Parti,  Feb.  1915. 

A  test  of  vocabulary  based  on  words  occurring  in  ten  standard 
primers.  Phonic  and  sight  words  are  given  values  from  which  scores 
are  made.  A  tabulation  of  scores  of  two  schools  are  used  as  a  basis  for 
comparison  of  quality  of  instruction.  Limitations  and  validity  of  the 
tests  as  measures  of  pupils  and  teachers  are  discussed.  A  method  of 
determining  a  coefficient  of  efficiency  of  the  teacher  is  introduced.  A 
valuable  article,  especially  for  primary  teachers. 

Judd,  C.  H.  Reading.  The  Fifteenth  Yearbook  of  the  National 
Society  for  the  Study  of  Education,  pp.  111-119,  1916. 

A  report  of  the  Cleveland  survey,  methods  used,  and  results  obtained. 
Accompanied  by  tables.  Of  interest  to  all  investigators  of  oral  and 
silent  reading. 

Reading  tests.    Elementary  School  Teacher,  Vol.  xiv,  No. 

8,  PP-  365-373.  APril  I9H- 

An  article  written  by  Professor  Judd  as  representative  of  the  Com- 
mittee of  Standards  and  Tests  of  the  National  Council  of  Education. 
Its  object  is  to  secure  wider  cooperation  of  school  officials  in  the  testing 
of  reading.  The  author  tries  to  allay  the  teachers'  fear  of  such  tests  by 
showing  that  they  are  not  essentially  new.  Methods  and  objects  in 
testing  are  discussed,  and  suggestions  for  conducting  tests  in  connection 
with  regular  class  work  are  given.  To  those  interested  in  securing 
the  cooperation  of  teachers  in  measuring  the  result  of  their  work  this 
article  will  provide  excellent  material. 

Report  of  the  committee  on  tests  and  standards  of  efficiency  in 

schools  and  school  systems.  National  Educational  Associa- 
tion, Journal  of  Proceedings,  Sect.  B,  Reading  Tests,  pp. 
561-565,  Oakland,  Cal.,  1915. 

A  report  of  the  progress  of  standard  tests  in  reading  with  names  of  the 
leading  men  engaged  in  the  preparation  of  tests.  Discusses  types  of 
investigations  and  gives  suggestions  for  testing  by  teachers  in  daily 
class  work.  Attention  is  called  to  overlapping  of  grades  and  to  inter- 
class  variations.  Discusses  the  distinction  between  power  of  recogni- 
tion and  retention,  and  between  oral  and  silent  reading;  and  states 
that  ignorance  or  disregard  of  these  distinctions  is  the  source  of  much 
loss  of  time  and  effort.  A  very  excellent  report  of  the  progress,  methods, 
tendencies,  and  problems  of  the  measurement  by  objective  standards 
of  the  product  of  instruction  in  reading. 


1 6  BIBLIOGRAPHY  OF  MEASUREMENT 

Judd,  C.  H.    Measuring  the  work  of  the  public  schools.    Cleveland 
Educational  Survey,  pp.  290,  Cleveland,  Ohio,  1916. 

A  report  of  a  careful  investigation  of  reading  in  the  Cleveland 
schools  by  means  of  a  series  of  carefully  graded  tests  not  previously 
used  elsewhere.  Children  were  tested  in  oral  and  silent  reading  to 
determine  rates  of  reading  and  extensive  tabulations  of  data  are  given. 
Understanding  of  content  was  also  tested  and  relation  between  rate 
and  quality  of  reading  determined.  Results  of  all  tests  were  analysed 
to  determine  the  influence  of  various  social  factors  on  the  ability  to 
read. 

Kelley,  F.  J.    The  Kansas  reading  tests.    Journal  of  Educational 
Psychology,  Vol.  vii,  No.  2,  pp.  63-80,  Feb.  1916. 

Describes  the  formulation  of  the  "  Kansas  silent  reading  tests." 
Discusses  the  "  four  criteria  of  all  tests  "  and  shows  how  these  tests 
meet  these  criteria.  Tests  are  produced  in  full  with  directions  for 
administering  and  scoring.  Tabulations  of  data  from  these  tests  in  19 
cities  are  shown,  and  discussed  with  reference  to  the  class  and  individ- 
ual variations  made  evident  by  them.  Attention  is  called  to  valuable 
comparative  studies  based  on  data  secured  by  means  of  these  tests. 
Gives  median  scores  for  grades  3  to  12.  This  article  is  of  value  to  all 
students  in  this  field,  and  especially  to  administrative  officers  and 
teachers.  Test  material  is  carefully  selected  and  graded  and  of  unusual 
quantity.  A  wider  section  of  the  grades  is  provided  for  than  in  most 
tests  of  this  nature.  Simplicity  of  administration  and  scoring  is  espe- 
cially commendable. 

Mead,  Cyrus  D.     Silent  vs.  oral  reading  with  160  sixth  grade 

children.      Journal    of    Educational    Psychology,    Vol.    vi, 

No.  6,  pp.  345-348,  June  1915. 

Describes  a  series  of  tests  given  to  determine  the  relative  value  of 
the  two  methods  of  reading  as  a  means  of  securing  the  content  of  the 
matter  read.  No  test  material  is  given  except  as  references  to  standard 
texts  used.  Directions  are  given  for  administering  and  scoring  the 
tests,  and  results  in  five  classes  tested  are  tabulated.  The  conclusion 
is  drawn  that  too  much  time  is  given  to  oral  reading.  An  interesting 
description  of  an  experiment. 

Oberholzer,  E.  E.    Testing  the  efficiency  of  reading  in  the  grades. 

Elementary  School  Journal,  Vol.  xv,  No.  6,  pp.  313-322, 

Feb.  1915. 

A  report  of  tests  given  to  about  1800  pupils  in  the  elementary  schools 
of  Tulsa,  Oklahoma,  under  the  direction  of  the  writer,  superinten- 
dent of  the  Tulsa  schools.  Both  oral  and  silent  reading  were  tested 
for  speed;  and  the  latter  for  grasp  of  content.    The  tests  were  essen- 


IN  ELEMENTARY  SUBJECTS  1 7 

tially  speed  tests,  as  no  tabulation  of  results  is  given  for  test  of  grasp 
of  content.  The  method  of  scoring  is  simple  and  easy  for  the  average 
teacher  to  understand.  The  results  and  the  conclusions  drawn  from 
them  are  valuable  as  indices  of  the  quality  of  our  teaching.  An 
extended  list  of  test  material  is  appended. 

Otis,  Arthur  S.  Considerations  concerning  the  making  of  a  scale 
for  the  measurement  of  reading  ability.  The  Pedagogical 
Seminary,  Vol.  xxm,  No.  4,  pp.  528-549,  Dec.  1916. 

The.  author  formulates  a  definition  of  reading  ability,  analyses  the 
reading  act  to  determine  what  factors  constitute  reading  ability  per  se, 
and  then  presents  an  outline  of  a  scale  suitable  for  teaching.  He  also 
suggests  the  character  of  investigation  necessary  to  perfect  such  a 
scale. 

Pitner,  Rudolf  and  Gilliland,  A.  R.  Oral  and  silent  reading. 
Journal  of  Educational  Psychology,  Vol.  vn,  No.  4,  pp.  201- 
212,  April  1916. 

A  report  of  an  experimental  determination  of  the  relative  economy 
of  oral  and  silent  reading  as  means  of  securing  content  of  matter  read. 
Covers  elementary,  high  school,  and  college  grades.  Rate  of  reading 
and  amount  reproduced  were  the  points  considered.  Graded  test 
material  was  used,  five  sets  of  cards  of  increasing  difficulty  being 
employed  in  appropriate  grades.  The  test  material  used  is  not  given. 
Results  of  the  experiment  are  tabulated  and  discussed.  The  conclu- 
sions reached  are:  (a)  oral  and  silent  reading  are  equally  efficient  in 
the  third  and  fourth  grades;  (b)  up  to  college  grades  oral  reading  is 
slower  than  silent  reading  and  efficiency  about  the  same;  (c)  adults 
show  the  superior  efficiency  of  silent  reading.  The  general  conclusion 
is  that  much  time  is  wasted  on  oral  reading. 

Richards,  Alva  M.  and  Davidson,  P.  E.  Correlations  of  single 
measures  of  some  representative  reading  tests.  School  and 
Society,  Vol.  rv,  No.  88,  pp.  375-377,  Sept.  2,  1916. 

Discusses  the  difference  between  the  foremost  standard  reading 
tests.  Calls  attention  to  differences  of  opinion  of  their  authors  as  to 
what  constitutes  a  measure  of  reading  ability.  Computes  correlations 
between  certain  tests  of  Starch,  Kelley,  Trabue,  Thorndike,  and  a 
narrative  completion  test.  Shows  tests  as  used.  Correlations  are 
tabulated  after  being  computed  by  Spearman  Footrule  Formula. 
Conclusion  is  that  "  completion  and  vocabulary  tests  are  somewhat 
more  significant  than  either  of  so-called  reading  tests."  A  valuable 
study  to  those  students  in  this  field  who  plan  to  use  or  formulate 
reading  tests. 


1 8  BIBLIOGRAPHY  OF  MEASUREMENT 

Starch,   Daniel.     The  measurement  of  efficiency  in  reading. 

Journal  of  Educational  Psychology,  Vol.  vi,  No.  i,  pp.  i- 

24,  Jan.  1915. 

Analyses  reading  under  headings  (a)  comprehension;  (b)  speed; 
(c)  pronunciation.  The  common  method  of  measuring  speed  is  fol- 
lowed and  simple  tests  are  given.  Special  tests  for  comprehension  are 
given  and  a  system  of  scoring  pronunciation  is  suggested.  A  critical 
discussion  of  the  validity  of  the  tests  is  given.  Standards  of  efficiency 
are  indicated  by  standard  scores.  Individual  variations  within  grades 
and  the  overlapping  of  grades  is  illustrated  by  tabulated  scores.  The 
article  is  interesting  and  instructive,  but  the  tests  resemble  those 
produced  by  Thorndike.  The  method  of  scoring  comprehension  seems 
arbitrary  and  questionable,  but  this  procedure  is  ably  defended  in 
the  context. 

Thorndike,  Edward  L.    The  measurement  of  ability  in  reading. 

Teachers  College  Record,  Vol.  xv,  No.  4,  pp.  207-277,  Sept. 

1914. 

Presents  Scale  A,  a  measure  of  visual  vocabulary,  consisting  of  lists 
of  words  to  be  classified  by  the  pupils.  Results  are  tabulated  and  a 
key  provided  to  assist  in  the  interpretation  of  the  data.  The  scale  is 
absolutely  objective  and  requires  no  exercise  of  the  teacher's  judgment. 
Full  directions  are  given  for  administering  and  scoring  the  tests,  and 
its  advantages  and  defects  are  discussed.  This  is  an  extremely  valua- 
ble discussion,  which  should  be  read  by  every  student  in  this  field.  In 
connection  with  it  an  article  by  the  same  author  appearing  in  Novem- 
ber, 191 5,  should  be  studied. 

An  improved  scale  for  measuring  ability  in  reading.    Teachers 

College  Record,  Vol.  xvi,  No.  5,  pp.  31-53,  Nov.  1915. 

A  continuation  and  expansion  of  an  article  by  this  author  which 
appeared  in  this  periodical  in  Sept.,  1914.  Presents  a  revised  form  of 
his  earlier  scale,  Alpha  I,  with  an  excellent  key  for  scoring  and  estimat- 
ing ability  in  silent  reading.  Grasp  of  content  is  the  element  tested, 
as  this  seems  the  most  essential  form  of  reading  ability.  The  tests  are 
carefully  graded  and  coefficients  of  relative  difficulty  are  scientifically 
derived.  The  tests  are  designed  to  be  placed  in  the  hands  of  any 
efficient  teacher  for  administration,  and  would  reveal  the  cause  of 
failure  of  many  pupils  to  do  assigned  work  requiring  silent  reading. 
The  tests  may  be  open  to  criticism,  in  that  the  pupils  are  permitted 
free  access  to  the  test  passages,  while  answering  questions  on  their 
content. 

Uhl,  W.  L.  The  use  of  the  results  of  reading  tests  as  a  basis  for 
planning  remedial  work.  Elementary  School  Journal,  Vol. 
xvii,  No.  4,  pp.  266-275,  Dec.  1916. 


IN  ELEMENTARY  SUBJECTS  1 9 

Describes  an  experiment  carried  on  with  certain  children  in  the 
Oshkosh,  Wis.,  schools  showing  a  use  of  standard  tests  as  a  basis  for 
remedial  action.  A  rough  test  was  made  by  means  of  the  Kansas  Tests 
(Kelley's)  and  these  were  followed  by  Gray's  individual  oral  tests  and 
by  the  silent  reading  tests  of  the  same  author.  With  data  thus  secured 
as  a  basis  remedies  were  applied  to  secure  improvement  and  at  the  end 
of  a  six-week  period  the  participants  were  again  tested.  Results  are 
tabulated  and  discussed.  Common  errors  are  called  to  attention  and 
individual  differences  shown  by  tabulations.  Six  conclusions  are  drawn 
each  of  which  has  decided  significance. 

Zeidler,  Richard.  Tests  in  silent  reading  in  the  rural  schools  of 
Santa  Clara  County,  California.  The  Elementary  School 
Journal,  Vol.  xvn,  No.  i,  pp.  55-62,  Sept.  1916. 

An  account  of  the  use  of  the  Starch  Reading  Tests  for  the  purpose  of 
comparison  of  rural  and  city  schools.  Contiguous  grades  were  also 
tested  for  the  purpose  of  comparison.  Method  of  procedure  is  described 
and  tabulated  data  are  given,  with  a  discussion  and  comparison  of 
results  in  different  schools.    Six  very  suggestive  conclusions  are  drawn. 


IV 

PENMANSHIP 

Ashbaugh,  Ernest  J.  Handwriting  of  the  Iowa  state  children. 
Extension  Division  Bulletin,  State  University  of  Iowa,  Iowa 
City,  No.  15,  pp.  1-23,  March  1,  1916. 

The  method  by  which  the  penmanship  ability  of  the  Iowa  school 
children  was  measured  is  given  in  this  bulletin.  The  Ayres  measuring 
scale  was  used.  There  appeared  very  little  difference  between  the 
writing  ability  of  rural  school  children  and  of  city  children.  The  writ- 
ing of  Iowa  children  compares  favorably  with  the  writing  found  else- 
where in  the  United  States.  Excellent  graphs  and  tables  are  given  to 
show  the  comparisons  drawn  by  the  author. 

Ayres,  Leonard  P.  A  scale  for  measuring  the  quality  of  hand- 
writing of  school  children.  New  York:  Russell  Sage  Founda- 
tion, Bulletin,  No.  113,  pp.  16,  1912. 

The  report  of  the  investigation  from  which  the  Ayres  scale  in  hand- 
writing was  developed.  Each  step  in  the  formation  of  the  scale  is  dis- 
cussed and  illustrated  by  charts  and  tables.  The  scale  was  formed  by 
measuring  1578  samples  of  children's  writing.  An  average  reading 
time  was  computed  for  each  sample  after  it  was  read  by  ten  different 
persons.     Specimens  were  chosen  to  represent  eight  degrees  of  legi- 


20         BIBLIOGRAPHY  OF  MEASUREMENT 

bility.  There  is  a  sample  of  slant,  medium,  and  vertical  writing  for  each 
degree  of  legibility.  The  limits  of  the  Ayres  scale  are  20  and  90.  Each 
step  is  designated  by  a  division  of  ten.  One  of  the  most  popular  hand- 
writing scales. 

Breed,  Frederick  S.  and  Culp,  Vernon.  An  application  and 
critique  of  the  Ayres  handwriting  scale.  School  and  Society, 
Vol.  11,  pp.  639-647,  Oct.  1015. 

Data  from  fifteen  Michigan  schools  to  show  that  the  Ayres  scale 
cannot  be  regarded  as  a  satisfactory  scale  for  the  measurement  of  the 
legibility  of  handwriting.  The  high  correlation  between  Ayres  scale 
values  and  Freeman  form  values  confirm  the  idea  that  the  Ayres  scale 
measures  form  rather  than  legibility.  Of  interest  to  any  one  contem- 
plating the  use  of  the  Ayres  scale. 

The  relation  of  legibility  and  form  in  handwriting.     School 

and  Society,  Vol.  iv,  No.  101,  pp.  870-872,  Dec.  2,  1916. 

An  attempt  to  evaluate  certain  factors  of  form  in  handwriting.  One 
hundred  samples  of  handwriting  were  used  for  the  legibility-form  cal- 
culations. Legibility  is  measured  by  the  speed-of-reading  method. 
Form  is  measured  by  the  Freeman  scales.  A  table  is  given  to  show 
what  factors  need  emphasis  in  the  scoring  of  handwriting  when  the 
aim  is  legibility.  This  article  should  be  read  in  connection  with  a 
previous  study  published  in  School  and  Society  by  the  same  authors. 
Valuable  for  teachers  as  a  guide  in  ranking  penmanship. 

Freeman,  Frank  N.  An  analytical  scale  for  judging  handwriting. 
Elementary  School  Journal,  Vol.  xv,  No.  8,  pp.  432-441, 
April  1915. 

A  scale  is  described  for  the  purpose  of  eliminating  difficulties  found 
in  the  Ayres  and  Thorndike  Scales,  namely,  lack  of  uniformity  in 
results  obtained  and  ambiguity  as  to  the  characteristics  in  writing 
which  are  to  be  used  as  a  basis  of  judgment.  Uniformity  in  slant  and 
alignment,  quality  of  line,  letter  formation,  and  spacing  were  con- 
sidered necessary  characteristics  for  ranking.  Charts  were  formed 
containing  three  grades  of  excellence  for  each  characteristic  in  question. 
Specimens  chosen  were  measured,  so  far  as  possible,  objectively. 

Handwriting  tests  for  use  in  school  surveys.    The  Elementary 

School  Journal,  Vol.  xvi,  No.  6,  pp.  299-302,  Feb.  1916. 

The  material  is  presented  for  the  benefit  of  those  who  wish  to  make 
surveys  in  their  own  school  systems.  Two  kinds  of  writing  are  studied. 
First,  a  composition  test  is  given  to  measure  the  appearance  or  form  of 
the  writing.    Second,  a  formal  writing  test  is  given  to  measure  the 


IN  ELEMENTARY  SUBJECTS  21 

quality  and  speed  of  the  writing.  The  test  does  not  involve  the  use  of 
a  handwriting  scale,  judgment  of  form  and  quality  of  writing  being  left 
to  the  opinion  of  the  teacher.  The  lists  are  simple  and  easily  applicable 
to  any  school  system. 

Gray,  Truman  C.  The  training  of  judgment  in  the  use  of  the 
Ayres  scale  for  handwriting.  Journal  of  Educational  Psychol- 
ogy, Vol.  vi,  No.  2,  pp.  85-98,  Feb.  1915. 

A  discussion  of  an  experiment  undertaken  to  discover  causes  for  the 
considerable  variation  in  grading  handwriting  by  the  Ayres  scale. 
Three  students  in  education  without  experience  in  the  use  of  scales 
were  given  twenty-five  samples  of  writing  a  week  for  twenty  weeks  to 
grade  according  to  the  Ayres  scale.  Upon  the  twentieth  week  five 
hundred  additional  samples,  mainly  of  the  elementary  grades,  were 
judged.  Results  showed  that  training  of  judgment  in  the  use  of  the 
Ayres  scale  was  essential  in  procuring  uniform  results.  An  article  of 
practical  importance  in  testing. 

A  score  card  for  the  measurement  of  handwriting.    University 

of  Texas,  Austin,  Texas,  Bulletin  No.  37,  pp.  1-50,  1915. 

An  exposition  of  the  method  by  which  a  score  card  for  the  measure- 
ment of  handwriting  was  evolved.  The  steps  in  the  method  were  (1) 
the  determination  of  the  elements  of  handwriting  to  be  used  on  a  score 
card,  and  (2)  the  evaluation  of  these  elements.  This  score  card  is 
meant  for  the  use  of  teachers  and  others  in  measuring  handwriting,  and 
in  recording  the  detailed  study  of  the  writing  of  individuals. 

Johnson,  George  L.    Measuring  the  quality  of  handwriting.    The 

Elementary  School  Journal,  Vol.  xvi,  No.  6,  pp.  302-313, 

Feb.  1916. 

A  series  of  short  essays,  by  different  authors,  on  the  making  of  a 
handwriting  scale,  together  with  a  discussion  of  the  purpose  and  use  of 
such  a  scale.  Several  tables  are  given  to  show  each  step  in  the  forma- 
tion of  the  scale  which  is  presented  in  the  article.  The  scale  is  formed 
by  judging  all  samples  according  to  standards  previously  derived  from 
an  analysis  of  the  qualities  sought  in  penmanship  as  it  is  taught  in  St. 
Louis  schools.  The  judgment  of  the  samples  was  thus  rendered  ex- 
ceptionally careful  and  well  informed.  This  scale  will  be  found  useful 
when  ratings  of  detailed  characteristics  are  desired. 

King,  Irving  and  Johnson,  Harry.  The  writing  abilities  of  the 
elementary  and  grammar  school  pupils  of  a  city  school  system 
measured  by  the  Ayres  scale.  Journal  of  Educational  Psy- 
chology, Vol.  in,  No.  9,  pp.  514-520,  November,  1912. 

A  study  to  test  the  practicability  of  the  Ayres  scale  and  to  determine 
the  age,  grade,  and  school  variations  in  legibility  of  handwriting. 


22  BIBLIOGRAPHY  OF  MEASUREMENT 

Grade  5  B  was  the  only  marked  deviation  from  the  upward  trend  of 
improvement.  The  most  striking  improvement  was  in  2  B  over  1  A, 
ages  6  to  7  years.  The  averages  of  the  deviations  of  a  single  judge  and 
of  eight  judges  were  small,  indicating  that  the  subjective  factor  in  judg- 
ment of  handwriting  may  be  largely  reduced. 

Manuel,  H.  T.  The  use  of  an  objective  scale  in  grading  hand- 
writing. (Results  of  a  study  of  the  Ayres  scale.)  Elementary- 
School  Journal,  Vol.  xv,  No.  5,  pp.  269-278,  Jan.  1915. 

This  article  reports  some  of  the  main  results  of  a  study  of  the  Ayres 
scale  and  their  apparent  implications  as  to  variability  in  marking  with 
the  scale.  Unpracticed  markers  vary  widely  in  their  use  of  the  scale 
when  their  training  is  only  independent  practice;  practiced  markers 
vary  considerably.  Markers  should  be  technically  trained.  All  scales 
should  have  the  same  foundation,  —  an  objective  definition  of  the 
grades  of  handwriting  to  be  recognized. 

Pitner,  Rudolf.     A   comparison  of  the  Ayres  and  Thorndike 

handwriting  scales.    Journal  of  Educational  Psychology,  Vol. 

v,  No.  4,  pp.  525-536.  Nov-  IQi4- 

An  experiment  to  find  which  scale  will  show  the  least  amount  of 
deviation  in  the  ratings  of  the  same  samples  by  a  number  of  individ- 
uals. The  Ayres  scale  considers  legibility  alone.  The  Thorndike 
considers  legibility,  beauty,  character,  ease,  etc.  The  Thorndike  scale 
showed  a  greater  uniformity  in  results  —  due,  probably,  to  the  fact, 
that  it  took  into  account  all  the  factors  that  go  to  influence  our  judg- 
ment of  handwriting  and  did  not  depend  on  legibility  alone. 

Sackett,  Leroy  W.  Comparable  measures  of  handwriting. 
School  and  Society,  Vol.  iv,  No.  95,  pp.  640-645,  Oct.  21, 
1916. 

A  study  of  the  measures  of  handwriting.  Thirty-six  university 
sophomores  were  asked  to  provide  two  samples  of  writing.  Two  addi- 
tional samples  were  taken  exactly  comparable  with  the  first  two  except 
that  the  pupils  knew  that  their  work  was  to  be  judged  for  penmanship. 
The  144  samples  were  graded  by  practiced  judges.  Six  different  scales 
were  used.  In  order  to  make  results  comparable  the  judgments  were 
all  reduced  to  a  percentage  basis.  Tables  are  given  to  show  the  grades 
given  each  group  by  the  judges,  also  to  show  how  the  attempt  to 
improve  writing  affects  speed.  Six  reference  tables  are  printed  to 
denote  how  the  readings  by  each  scale  may  be  interpreted  in  terms  of 
the  other  scales.  Valuable  to  students  who  wish  to  know  what  the 
scale  units  which  they  have  used  may  mean  in  terms  of  other  scale 
units. 


IN  ELEMENTARY  SUBJECTS  23 

Starch,  Daniel.    The  measurement  of  handwriting.    Journal  of 
Educational  Psychology,  Vol.  iv,  No.  8,  pp.  445-464,  Oct. 

1913- 

The  Thorndike  scale,  the  pioneer  contribution,  has  a  high  degree  of 
accuracy.  The  Ayres  scale  has  several  shortcomings.  It  does  not  con- 
tain enough  steps;  constructed  to  measure  legibility,  it  actually  judges 
form  or  appearance.  Legibility  is  measured  on  the  time  required  to 
read  a  specimen;  producibility,  by  measuring  the  speed  and  ease  of 
writing;  form  or  beauty  is  of  little  practical  consequence.  Madison, 
Wis.,  children  showed  little  improvement  in  speed  and  form  in  the  first 
three  years  but  speed  increased  rapidly  after  that.  Improvement  in 
legibility  showed  the  reverse  tendency,  being  at  its  height  in  the  fourth 
year.  Standards  of  attainment  to  be  reached  by  each  grade  were 
obtained  and  are  now  used  in  Madison. 

The  measurement  of  efficiency  in  writing.    Journal  of  Educa- 
tional Psychology,  Vol.  vi,  No.  2,  pp.  106-114,  Feb.  1915. 

A  presentation  of  the  results  obtained  from  a  writing  test  made  with 
4074  pupils  in  nineteen  schools.  The  Thorndike  scale  was  used  because 
it  offered  a  wider  range  of  rankings.  Tables  and  charts  are  given  to 
show  how  simply  the  efficiency  of  pupils  can  be  recorded  by  graphs. 
Results  showed  that  because  of  the  wide  range  of  individual  abilities 
found  in  the  writing,  classes  differ  from  each  other  only  by  small 
amounts.     Informing  and  suggestive. 

Thorndike,    Edward    L.      Handwriting.      Teachers    College 

Record,  Vol.  xi,  No.  2,  pp.  1-93,  March,  1910. 

Describes  the  means  by  which  a  scale  for  handwriting  may  be  made, 
presents  such  a  scale  for  the  handwriting  of  children  in  grades  5-8,  and 
explains  how  the  scale  is  to  be  used.  The  scale  is  the  result  of  some 
20,000  ratings  by  more  than  40  competent  judges  of  the  handwriting 
of  more  than  1000  pupils.  It  is  intended  to  measure  quality  rather 
than  quality  and  speed  combined.  There  is  also  given  a  scale  for  the 
measurement  of  adult  women's  handwriting.  As  a  whole  the  report  is 
very  carefully  presented.  It  gives  the  reader  opportunity  to  form  his 
own  opinion  of  the  results,  and  is  of  great  value  to  any  one  investigat- 
ing penmanship.  (See  also  Teachers'  Estimates  of  the  Quality  of  Speci- 
mens of  Handwriting,  Thorndike,  E.  L.  Teachers'  College  Record, 
Vol.  XV,  No.  5,  pp.  1-10,  Nov.  1914.) 

Means  of  measuring  school  achievements  in  handwriting. 

Educational  Administration  and  Supervision,  Vol.  1,  No.  5, 

pp.  300-305,  May  191 5. 

A  presentation  of  a  means  for  undertaking  the  measurement  of 
quantity  and  quality  of  handwriting  in  grades  4-8  inclusive.    Instruc- 


24  BIBLIOGRAPHY  OF  MEASUREMENT 

tions  are  given  for  sampling  and  scoring  the  writing.  Detailed  instruc- 
tions for  giving  the  tests  are  included.  Important  for  those  who  con- 
template the  testing  of  handwriting. 

Tobey,  Lucy.  Value  of  the  Ayres'  scale  in  writing  to  the  grade 
teachers.  School  and  Home  Education,  No.  33,  pp.  300-301, 
April  1913-14. 

Shows  how  a  standard  scale  works  in  the  everyday  class  room.  Gives 
the  results  of  two  formal  applications  of  the  Ayres  scale  and  shows 
how  the  daily  use  of  the  scale  "  created  enthusiasm  for  writing." 

Witham,  Ernest  C.  A  method  of  measuring  handwriting. 
American  School  Board  Journal,  Vol.  48,  No.  5,  pp.  18-19, 
72-73,  May  1914. 

A  presentation  of  a  method  for  measuring  the  speed  and  legibility 
of  handwriting.  Suggestions  are  given  for  regulating  form  and  beauty 
of  writing.  Scores  and  tables  are  included  to  illustrate  the  method. 
Directions  are  also  given  for  testing  the  pupils.  A  simple  method  for 
measuring  handwriting,  easily  applicable  to  any  school  system. 

All  the  elements  of  handwriting  measured.  Education  Ad- 
ministration and  Supervision,  Vol.  1,  No.  5,  pp.  313-324, 
May  1915. 

A  presentation  of  the  results  found  by  measuring  all  the  elements  of 
handwriting  in  two  seventh  grades.  Grade  specimens,  scales,  and 
tables  are  reproduced  in  this  article.  All  elements  are  measured. 
The  results  with  respect  to  form  and  beauty  are  reduced  to  the  Weiss 
index  and  comparisons  drawn  between  the  Witham  and  other  hand- 
writing scales.  The  author's  scale  being  nearer  the  average  is  considered 
the  more  reliable. 

V 

SPELLING 

Ayres,  Leonard  P.  Measurement  of  ability  in  spelling.  New 
York:  Russell  Sage  Foundation,  pp.  1-56,  191 5. 

A  report  of  an  investigation  in  spelling  from  which  was  produced  the 
Ayres  Spelling  Scale.  The  different  steps  in  the  formation  of  the  scale 
are  explained.  Two  features  of  the  scale  are:  first,  the  selection  of  the 
thousand  commonest  words  in  the  English  language,  and  second,  the 
determination  of  the  difficulty  of  these  words  as  spelled  by  children  of 
different  grades.  On  the  basis  of  data  received  from  84  cities  the  words 
were  so  arranged  in  twenty-six  columns  that  each  column  presents  ap- 


IN  ELEMENTARY  SUBJECTS  2$ 

proximately  equal  steps  in  difficulty.  Numbers  at  the  top  of  the  scale 
indicate  what  percentage  of  the  words  in  each  column  is  spelled  cor- 
rectly by  the  children  of  each  grade.  An  interesting  effort  at  scale 
construction  and  of  fundamental  interest  to  teachers  of  spelling. 

Buckingham,  B.  R.  Spelling  ability:  its  measurement  and  dis- 
tribution. Contributions  to  Education,  No.  59,  Teachers 
College,  Columbia  University,  1913. 

Outlines  the  need  of  a  uniform  method  of  testing  spelling  ability  and 
gives  an  account  and  explanation  of  experiments  carried  on  in  certain 
elementary  schools  of  New  York  City  to  form  a  scale  whereby  words 
might  be  ranked  according  to  the  tested  difficulty  of  spelling  them. 

Jones,  W.  Franklin.  Concrete  investigation  of  the  material  of 
English  spelling.    University  of  South  Dakota,  1914. 

A  study  to  discover  the  words  used  by  pupils  of  the  different  grades 
in  their  free  written  language.  The  material  consists  of  the  approxi- 
mate writing  vocabulary  of  1050  grade  students,  approximately  150 
from  each  grade  above  the  second.  The  theme  writing  began  in  the 
third  school  month  and  continued  until  the  vocabulary  was  exhausted. 
The  number  of  themes  required  to  exhaust  the  vocabularies  varied 
from  56  to  105.  The  total  number  of  themes  was  slightly  more  than 
7500.  The  total  number  of  words  was  approximately  15,000,000.  The 
total  number  of  different  words  was  4532.  These  4532  words  are 
tabulated  as  used  grade  by  grade.  A  list  of  100  words  most  commonly 
misspelled  —  "The  100  Spelling  Demons" — is  compiled.  Eleven 
valuable  conclusions  are  drawn  from  the  study,  and  an  excellent  bib- 
liography is  added.  One  of  the  most  valuable  contributions  to  the 
study  of  spelling  yet  printed. 

Lewis,  E.  E.  Spelling  abilities  of  Iowa  school  children.  Elemen- 
tary School  Journal,  Vol.  xvi,  No.  10,  pp.  556-564,  June 
1916. 

This  test  describes  an  attempt  to  measure  the  spelling  abilities  of 
8,624  school  children  in  ten  Iowa  cities.  The  Buckingham  scales  were 
used.  Tables  are  given  to  show  the  percentages  of  the  Iowa  children 
as  compared  with  those  in  other  cities  in  the  United  States.  The 
writer  believes  that  present  standards  are  unfair,  unreliable,  and  of 
small  value. 

Otis,  Arthur  S.  The  reliability  of  spelling  scales  involving  a 
"  derivation  formula  "for  correlation.  School  and  Society,  Vol. 
rv,  No.  96,  pp.  676-698,  Oct.  28, 1916.  Continued,  pp.  716- 
722,  Nov.  4;  pp.  750~75°>  Nov-  "J  PP-  793-796,  Nov.  18. 


26  BIBLIOGRAPHY  OF  MEASUREMENT 

A  discussion  of  great  merit  concerning  the  reliability  of  scales.  Notes 
good  and  bad  points  of  some  of  the  scales  now  used  and  makes  rec- 
ommendations as  to  the  using  of  same.  An  extremely  technical  dis- 
cussion, of  value  to  investigators,  superintendents,  and  principals. 

Sackett,  L.  W.    Measuring  a  school  system  by  the  Buckingham 

spelling  scale.    School  and  Society,  Vol.  n,  No.  50,  pp.  860- 

864,  Dec.  11,  1915. 

An  adaptation  of  the  Buckingham  method  for  testing  spelling  in  the 
grades.  The  article  does  not  justify  or  criticize  the  methods  by  which 
the  Buckingham  scale  was  originated.  It  gives  valuable  data  showing 
practical  use  of  the  scale. 

Measuring  a  school  system  by  the  Buckingham  spelling  scale. 

School  and  Society,  Vol.  11,  No.  51,  pp.  894-898,  Dec.  18, 

1915- 

An  application  of  the  Buckingham  scale  for  testing  spelling  in  the 
grades.  "  A  division  was  made  on  the  basis  of  sex,"  and  tests  in  two 
cities  show  that  girls  have  "  superior  ability  [in  spelling]  in  all  grades, 
but  the  superiority  is  not  equally  marked  throughout  the  grades." 

Sears,  J.  B.  Spelling  efficiency  in  Oakland  schools.  School  and 
Society,  Vol.  11,  No.  41,  pp.  53*-537,  5^9-574,  Oct.  9,  16, 
1915- 

The  aim  of  this  study  was  to  stimulate  a  professional  interest  in 
spelling  by  presenting  problems  that  were  interpreted  and  explained 
so  as  to  provide  teachers  and  principals  with  a  full  knowledge  of  the 
problems  of  the  subject  in  their  respective  schools.  The  Ayres  spelling 
test  was  used,  illustrated  by  charts  and  scales.  The  evidence  proved 
that  in  spelling  the  children  are  poorly  classified  and  graded  and  that 
the  standard  of  achievement  varies  greatly  among  classes,  among 
grades,  and  among  schools. 

Starch,  Daniel.  The  measurement  of  efficiency  in  spelling  and 
the  overlapping  of  grades  in  combined  measurements  of  reading, 
writing,  and  spelling.  Journal  of  Educational  Psychology, 
Vol.  vi,  No.  3,  pp.  167-186,  March  1915. 

A  criticism  of  several  methods  of  testing  spelling,  including  the 
Ayres  and  Buckingham  tests.  The  author  presents  his  own  fist  of  600 
words,  selected  from  Webster's  New  International  Dictionary  after 
discarding  all  technical,  scientific,  and  obsolete  words.  These  were 
divided  into  six  lists.  Each  list  contained  approximately  the  same 
number  of  words  of  every  degree  of  difficulty.  These  lists  were  given 
to  2500  pupils  in  twelve  different  schools  and  showed  that  the  range  of 


IN  ELEMENTARY  SUBJECTS  2J 

ability  in  spelling  closely  conformed  to  that  found  in  reading  and 
writing.  It  shows  that  grading  does  not  conform  to  rank  in  these  sub- 
jects as  measured  by  tests. 

Studebaker,  J.  W.    Results  of  an  investigation  of  pupils'  ability 

to  spell.    Newson  &  Co.,  Boston,  pp.  57,  1916. 

An  account  of  an  examination  of  the  ability  in  spelling  of  the  pupils 
in  the  public  schools  of  Des  Moines,  given  in  191 5.  Tests  were  given 
on  the  words  studied  during  the  year,  also  on  the  hundred  "  demons," 
and  on  words  from  the  Ayres  list  and  from  the  Buckingham  list.  The 
results  are  tabulated,  also  shown  by  graphs.  The  lists  used  are  printed, 
and  the  method  of  giving  the  tests  explained.  Interesting  facts  are 
noted  and  commented  on.  The  pamphlet  contains  the  Ayres  list  of 
1000  commonest  words. 

Suzzalo,  H.  and  Pearson,  H.   C.     Comparative  experimental 

teaching  of  spelling.     Teachers'  College  Record,  Vol.  xiii, 

No.  1,  pp.  1-66,  Jan.  1912. 

This  article  is  divided  into  two  parts.  Part  one  contains  a  discussion 
of  the  worth  of  our  present  methods  of  teaching  spelling;  the  relation 
of  pedagogy  and  psychology  to  teaching  processes  and  the  value  of 
comparative  psychology  to  our  teaching  methods.  Many  problems 
requiring  experimental  investigation  are  offered.  Part  two  gives  an 
account  of  a  comparative  experiment  in  the  teaching  of  homonyms. 
Shows  that  better  results  are  obtained  by  teaching  homonyms  together 
rather  than  separately.  Also,  four  experiments  were  conducted  to  find 
out  which  was  the  more  efficient  way  of  teaching  spelling,  the  class- 
study  method  or  the  independent  study  method.  More  effective 
results  were  obtained  by  the  use  of  the  class-study  method. 

Thorndike,  Edward  L.    Means  of  measuring  school  achievements 

in  spelling.     Educational  Administration  and  Supervision, 

Vol.  1,  No.  5,  pp.  306-312,  May  1915. 

A  presentation  of  a  means  for  testing  achievements  in  spelling  by 
the  use  of  classified  groups  of  words.  These  words  were  made  the 
means  of  elaborate  study  by  B.  R.  Buckingham.  Imaginary  records 
are  given  to  illustrate  how  comparisons  of  school  systems  in  respect  to 
achievement  may  be  obtained.  Words  are  arranged  in  series  approxi- 
mately equal  in  difficulty.  Careful  instructions  for  a  comparative 
sampling  are  included. 

Tedyman,  W.  F.  A  descriptive  and  critical  study  of  Bucking- 
ham's investigation  of  spelling  efficiency.  Educational 
Administration  and  Supervision,  Vol.  11,  No.  5,  pp.  290-304, 
May  1916. 


28  BIBLIOGRAPHY  OF  MEASUREMENT 

The  article  is  divided  into  two  parts,  first,  a  description  of  the  method 
employed  in  forming  the  Buckingham  scale,  second,  a  criticism  of  the 
method  and  procedure  employed  in  testing  efficiency  in  spelling.  The 
author  contends  that  the  scale  is  a  statistical  and  not  a  pedagogical 
instrument,  that  individual  differences  are  sacrificed  for  mass  results, 
that  the  objection  to  standardization  is  the  use  of  the  instrument  rather 
than  the  instrument  itself.    Especially  interesting  to  efficiency  experts. 

Wallin,  J.  E.  Wallace.    Spelling  efficiency  in  relation  to  age, 

grade,  and  sex,  and  the  question  of  transfer.     Warwick  and 

York,  Baltimore,  pp.  91,  191 1. 

"  An  experimental  and  critical  study  of  the  function  of  method  in 
the  teaching  of  spelling."  Approximately  1000  children  in  public 
schools  of  Cleveland,  from  the  fourth  to  the  eighth  grade,  were  tested 
on  lists  of  from  forty  to  fifty  words.  These  words  were  embodied  in 
compositions  prepared  by  teachers  and  dictated  to  the  pupils.  Eleven 
conclusions  are  drawn  from  the  tests. 


VI 

COMPOSITION 

Ballou,  Frank  W.  Scales  for  the  measurement  of  English  com- 
positions. The  Harvard-Newton  Bulletins,  No.  2,  pp.  1-93, 
Harvard  University  Press,  Cambridge,  Mass.,  Sept.  1914. 

States  the  purpose  of  the  study  to  be  the  preparation  of  a  scale  for 
the  measurement  of  English  composition,  particularly  in  the  eighth 
grade.  Gives  a  detailed  account  of  the  preparation  of  the  scales,  which 
are  founded  on  compositions  written  in  the  eighth  grade  in  the  schools 
of  Newton,  Massachusetts.  There  are  four  scales,  corresponding  to 
the  four  kinds  of  composition:  description,  narration,  exposition,  and 
argument.  Each  scale  is  made  up  of  six  compositions,  arranged  in  steps 
of  10  %  in  order  of  merit  from  95  %  to  45  %.  Each  composition  in  each 
scale  is  accompanied  by  a  statement  of  its  merits  and  defects.  A  care- 
fully developed  piece  of  work.  The  scales  are  likely  to  be  of  value  in 
the  last  years  of  the  elementary  school  and  the  first  year  in  high  school. 
Their  method  of  preparation  suggests  how  similar  scales  may  be  pre- 
pared specially  adapted  to  local  needs. 

Brownell,  Baker.  A  test  of  the  Ballou  scale  of  English  composi- 
tion. School  and  Society,  Vol.  iv,  No.  103,  pp.  938-942, 
Dec.  16,  1916. 

Reports  a  test  of  the  "  Ballou-Harvard-Newton  scale  for  English 
composition,"  which  was  carried  out  by  the  Bureau  of  Educational 


IN  ELEMENTARY  SUBJECTS  29 

Measurements  and  Standards  at  the  Kansas  Normal  School  in  1915- 
16.  A  careful  and  critical  examination  of  the  claim  of  the  Ballou  scale 
to  be  considered  as  a  final  standard. 

Earhart,  G.  and  Small,  J.  English  in  the  elementary  school. 
The  Elementary  School  Journal,  No.  16,  pp.  32-48,  Sept. 

An  experimental  investigation  of  methods  for  improving  English 
usage  and  the  mechanics  of  English,  conducted  for  six  years  in  the 
public  elementary  schools  of  Boise,  Idaho.  A  preliminary  classification 
was  made  of  common  errors  in  English  speech  as  follows:  verbs,  double 
negatives,  pronunciation,  pronouns,  adverbs,  colloquialisms,  etc. 
Pupils  were  taught  to  attend  especially  to  their  own  errors  according  to 
this  classification.  Three  tests  were  given  each  year  on  the  mechanics 
of  writing,  the  same  test  being  given  in  all  grades  from  3-8.  The 
printed  tests  and  tables  of  results  give  a  practical  way  by  which  any 
school  may  test  its  own  work  and  compare  it  with  that  of  Boise. 

Green,  J.  A.  Minimum  essentials  in  elementary  school  subjects. 
Journal  of  Experimental  Pedagogy,  Vol.  in,  No.  6,  pp.  380- 
383,  Dec.  1916. 

An  exposition,  from  an  Englishman's  point  of  view,  of  the  work  of 
Dr.  E.  M.  Rice  in  attempting  to  measure  the  efficiency  of  teaching. 
Dr.  Rice's  tests  are  based  upon  the  reproduction  by  pupils  of  a  short- 
story  which  had  been  read  to  them. 

Hillegas,  Milo  B.  A  scale  for  the  measurement  of  quality  in 
English  composition  by  young  people.  Columbia  University, 
Teachers  College  Record,  Vol.  xiii,  No.  4,  191 2. 

Describes  the  preparation  of  and  the  method  of  using  a  scale  for  the 
measurement  of  English  composition  by  young  people.  The  introduc- 
tion points  out  the  great  need  of  standards  for  measuring  the  results  in 
school  work.  The  final  scale  is  composed  of  ten  sample  compositions 
with  about  equal  degrees  of  merit  between  successive  compositions. 
These  compositions  were  chosen  from  about  7000  samples  varying 
from  the  very  poorest  to  the  very  best  work.  Some  450  readers,  many 
of  whom  were  of  national  reputation  as  teachers,  professors,  or  writers 
took  part  in  the  selection  of  material.  The  steps  by  which  the  scale 
was  built  up  are  explained  in  detail  and  accompanied  by  graphs  and 
reference  tables.  The  quality  or  fitness  of  the  judges  is  carefully 
weighed  and  the  probable  value  of  the  scale  discussed.  A  well  known 
and  valuable  contribution,  that  furnishes  the  best  data  by  which  the 
reader  may  himself  judge  the  probable  value  of  the  results.  The 
article  lacks  a  summary  and  is  not  always  in  language  likely  to  be  clear 
to  the  average  teacher. 


30         BIBLIOGRAPHY  OF  MEASUREMENT 

Hosic,  James  F.  The  essentials  of  composition  and  grammar. 
School  and  Society,  Vol.  I,  No.  17,  pp.  581-587,  April  1915. 

Gives  a  brief  account  of  "  attempts  to  measure  the  effectiveness  of 
school  work  in  English  "  composition.  Compares  the  Hillegas-Thorn- 
dike  scale  with  the  Harvard-Newton  scale,  pointing  out  why  the  latter 
is  the  more  effective.  Gives  a  brief  account  of  Franklin  S.  Hoyt's  tests 
on  the  value  of  grammar,  and  of  the  tests  of  T.  H.  Briggs,  which  sup- 
plement Hoyt's  tests,  and  also  gives  a  brief  account  of  W.  W.  Charter's 
study  of  errors  in  grammar. 

Hudelson,  Earle.  Standards  and  measurements  in  English 
composition.  Second  annual  conference  on  educational 
measurements,  Extension  Division  of  Indiana  University, 
Vol.  xiii,  No.  n,  April  191 5. 

Report  of  a  test  in  English  composition  made  in  the  seventh,  eighth, 
and  ninth  (first  year  in  high  school)  grades  in  Bloomington,  Indiana. 
The  Harvard- Newton  scales  were  the  basis  of  the  test,  but  topics  more 
suitable  to  the  locality  were  substituted  for  those  of  the  Harvard- 
Newton  scales.  A  valuable  adaptation  of  a  standard  scale  to  local 
conditions. 

Jenkins,  Frances.    A  test  of  the  ability  of  children  to  use  language 

forms.    The  Journal  of  Educational  Psychology,  Vol.  vi,  No. 

6,  PP-  335-344,  June  191 5 

Report  of  tests  made  in  Decatur,  Illinois,  in  191 1,  191 2,  and  1914. 
These  tests  were  given  in  all  grades,  5-8.  They  consisted  of  the  same 
or  similar  dictation  exercises  given  with  great  care  and  graded  according 
to  (1)  number  of  words  misspelled,  (2)  number  of  words  incorrectly 
used,  (3)  sentences  correctly  written.  A  clear  account  of  a  simple  and 
practical  test. 

Johnson,  Franklin  W.  The  Hillegas-Thorndike  scale  for  the 
measurement  of  quality  in  English  composition.  School 
Review,  Vol.  xxi,  No.  1,  pp.  39-49,  Jan.  19 13. 

The  writer  presents  the  tabulated  results  from  the  rating  of  eight 
selection  in  English  composition  by  forty-seven  high  school  teachers  of 
English,  and  sixteen  graduate  students  in  the  University  of  Chicago, 
who  used  as  a  basis  for  the  rating  the  Hillegas-Thorndike  scale.  Tables 
are  given  which  show  so  wide  variation  in  the  rating  that  the  writer  is 
led  to  doubt  the  practicability  of  this  scale  for  measuring  the  merit  of 
so  highly  complex  a  product  as  the  composition  of  young  people  in 
their  teens.  The  article  is  a  valuable  contribution  for  the  consideration 
of  those  who  plan  to  use  such  scales. 


IN  ELEMENTARY  SUBJECTS  3 1 

Kayfetz,  Isidore.  A  critical  study  of  the  Hillegas  composition 
scale.  Pedagogical  Seminary,  Vol.  xxi,  No.  4,  pp.  559-577, 
Dec.  1914. 

A  critical  review  of  the  scale  by  the  writer  to  determine  its  scientific 
validity  and  its  applicability  for  administrative  and  pedagogical  pur- 
poses. He  discusses  the  scale  as  to  aim,  means,  method,  procedure, 
and  results,  and  concludes  that  the  methods  used  in  deriving  the  scale 
are  purely  statistical,  and  not  experimental-pedagogical;  that  it  is  not 
objective  in  that  it  is  derived  by  a  statistical  study  of  subjective  data; 
that  the  qualities  of  the  compositions  were  determined  by  literary 
rather  than  by  pedagogical  standards;  that  the  study  lacked  a  pre- 
liminary series;  that  the  selections  do  not  represent  real  children's 
expression;  and  that  the  scale  regards  the  work  of  pupils  from  the 
standpoint  of  the  result,  without  regard  to  the  influences  that  may 
prompt  the  work.     Interesting,  but  misleading. 

A  critical  study  of  the  Harvard-Newton  composition  scales. 

The  Pedagogical  Seminary,  Vol.  xxm,  No.  4,  pp.  325-347, 
Sept.  1916. 

Gives  the  scale  in  its  entirety,  and  its  history  fully  under  the  head- 
ings: aim,  means,  methods,  and  mode  of  proceedure.  After  mention- 
ing the  criticisms  of  the  scale  by  others,  the  author  attacks  the  scale  as 
to  aim,  means,  methods,  proceedure,  results,  and  conclusions.  In  his 
final  summary  he  gives  nine  reasons  for  declaring  the  scale  invalid  from 
a  scientific  point  of  view,  and  rehearses  a  long  list  of  dangers  that 
menace  the  proper  development  of  a  true  science  of  education.  The 
article  gives  an  excellent  idea  of  the  scale  and  its  development.  The 
criticisms  are  generally  unsound. 

Noyes,  Ernest  C.  and  Miller,  Edith.  Progress  in  standardiz- 
ing the  measurement  of  composition.  The  English  Journal, 
PP-  532~536>  Nov.  1912. 

States  the  need  of  scales  in  educational  work.  Gives  an  appreciative 
account  of  the  value  and  use  of  the  Hillegas  scale  for  measuring  the 
merit  of  English  writing.  A  statement  likely  to  prove  valuable  to  any 
one  not  yet  convinced  of  the  value  of  scales  in  general. 

Rice,  J.  M.    Educational  research:  the  results  of  a  test  in  language. 

The  Forum,  Vol.  xxxv,  pp.  269-293,  Oct.  1903. 

Statement  of  results  of  a  test  involving  8300  pupils  in  22  schools 
distributed  through  nine  cities.  The  test  was  given  in  grades  4-8. 
The  requirement  was  reproduction  of  a  fable,  the  same  story  being  used 
for  all  grades.  Papers  were  divided  into  five  groups,  group  one  being 
the  poorest  and  group  five  the  best.  Results  are  given  by  grades, 
schools,  and  cities.    A  clear  statement  of  a  practical  test. 


32         BIBLIOGRAPHY  OF  MEASUREMENT 

Sears,  Isabel  and  Diebel,  Amelia.  A  study  of  the  common 
mistakes  in  pupils'  oral  English.  The  Elementary  School 
Journal,  Vol.  xvii,  No.  i,  Sept.  1916. 

An  investigation  made  in  the  Cincinnati  elementary  schools  to  deter- 
mine to  what  extent  formal  grammar  may  be  of  assistance  in  overcom- 
ing common  errors  of  speech.  For  four  days  all  teachers  from  grade 
3-8  inclusive,  recorded  all  errors  noticed  in  the  oral  language  of  pupils. 
These  errors  were  classified  as  wrong  use  of  verbs,  pronouns,  mispro- 
nunciations, etc.  The  investigation  tends  to  show  that  (1)  most 
grammatical  errors  are  not  dependent  for  their  correction  upon  a 
knowledge  of  grammar;  (2)  except  as  a  preparation  for  the  study  of 
a  foreign  language  the  following  subjects  are  of  little  use  to  a  child  in 
the  grades:  formal  parsing,  classification  of  adverbs,  and  adjectives, 
the  moods,  conjugation. 

Stark,  William  E.  Measurement  of  eighth  grade  composition. 
School  and  Society,  Vol.  11,  No.  22,  pp.  208-216,  Aug.  7, 

A  careful  study  of  the  writing  ability  of  eighth  grade  pupils  in  the 
public  schools  of  Hackensack,  N.  J.  The  aim  was  (1)  to  estimate  the 
writing  ability  of  the  pupils  in  191 1  and  (2)  to  compare  the  composi- 
tions written  in  191 1  with  similar  ones  written  in  1914.  The  examiners 
tried  both  the  Harvard-Newton  scale  and  the  Hillegas  scale,  but  the 
final  ranking  was  based  on  a  special  scale  prepared  from  the  composi- 
tions written  in  191 1.  Results  are  given  in  terms  of  the  Hillegas  scale 
also.  The  compositions  written  in  1914  show,  on  the  whole,  little 
improvement  over  those  of  191 1.  A  practical  and  careful  attempt  to 
use  standard  scales. 

Stoddard,  W.  E.  A  comparison  of  the  Hillegas  and  Haroard- 
Newton  scales  in  English  composition.  The  Pedagogical 
Seminary,  Vol.  xxiii,  No.  4,  pp.  498-501,  Dec.  1916. 

Five  hundred  thirty-nine  compositions  written  by  pupils  in  grades 
5-9  inclusive  in  Orono  and  Old  Town,  Maine,  were  graded  by  the  Hille- 
gas and  by  the  Harvard-Newton  Scales.  The  findings  are  shown  by 
table  and  graph.  The  author  thinks  that  the  close  correlation  of  the 
results  tends  to  show  the  reliability  of  measurement  scales  generally, 
that  both  scales  efficiently  measure  the  mechanics  of  composition,  and 
that  the  Harvard-Newton  scale  more  accurately  measures  the  literary 
value. 


IN  ELEMENTARY  SUBJECTS  33 

VII 

GRAMMAR 

Charters,  W.  W.  English  Grammar.  Bulletin  of  the  Univer- 
sity of  Missouri,  Columbia,  Mo.,  Vol.  xvi,  No.  2,  pp.  1-45, 
Jan.  1915. 

An  investigation  to  determine  what  errors  connected  with  grammati- 
cal rules  were  made  by  the  children  of  Kansas  City  and  to  determine 
on  this  basis  what  rules  should  be  taught  to  children  in  the  elementary 
grades.    A  valuable  report. 

Maxwell,  William  H.  English  grammar.  Proceedings, 
National  Education  Association,  pp.  565-573,  191 5. 

A  discussion  of  standards  and  quantitative  tests  for  English  gram- 
mar. States  that  the  aims  of  grammatical  study  are  (1)  orderly  and 
logical  thinking,  (2)  power  to  interpret  language,  (3)  habit  of  correct 
expression,  (4)  knowledge  of  grammatical  facts,  (5)  organization  of  a 
basis  for  study  of  other  languages.  Suggests  with  much  detail  kinds  of 
questions  to  test  the  pupils'  knowledge.  The  tests  proposed  are  of  the 
nature  of  regulation  examination  questions.  Article  has  value  for  its 
suggestiveness. 

Rapeer,  Louis  W.  The  problem  of  formal  grammar  in  elementary 
education.  Journal  of  Educational  Psychology,  Vol.  iv,  pp. 
125-137,  March  1915. 

Report  of  tests  made  to  determine  the  utility  of  grammar  in  the 
elementary  school.  Follows  the  method  of  Franklyn  G.  Hoyt  (see 
Teachers  College  Record,  Nov.  1906).  Gives  a  clear  statement  of  the 
aims  and  method  of  Hoyt  and  is  intended  to  be  a  verification  of  his 
tests.  Rapeer's  deductions  agree  with  those  of  Hoyt,  tending  to  show 
that  there  is  little  correlation  between  knowledge  of  grammar,  ability 
in  composition,  and  ability  in  interpretation  of  literature.  A  kind  of 
article  of  particular  value  in  educational  measurement,  being  a  report 
on  an  attempt  to  test  the  accuracy  of  a  previous  investigation.  Appen- 
dixes are  of  practical  value,  containing  questions  for  tests  and  giving, 
in  tabular  form,  results  of  tebts. 

Starch,  Daniel.  The  measurement  of  achievement  in  English 
grammar.  The  Journal  of  Educational  Psychology,  Vol.  vi, 
No.  10,  pp.  615-626,  Dec.  1915. 

Gives  scales  for  measurement  of  (1)  grammatical  correctness,  (2) 
knowledge  of  formal  grammar.  (3)  punctuation.    Describes  with  some 


34  BIBLIOGRAPHY  OF  MEASUREMENT 

detail  methods  of  preparation  of  the  scales.  Explains  how  they  are  to 
be  used  and  points  out  their  defects.  The  scales  for  testing  grammati- 
cal correctness  seem  fairly  comprehensive;  those  for  testing  gram- 
matical knowledge  are  inadequate. 

Thorndike,  Edward  L.  Note  on  the  significance  and  use  of  the 
Hillegas  scale  for  measuring  the  quality  of  English  composi- 
tion.    English  Journal,  Vol.  n,  Nov.  1913,  pp.  551-561. 

The  writer  indicates  that  the  purpose  of  the  scale  is  to  measure 
roughly  the  difference  in  paragraph  writing  of  high  school  students  and 
that  rated  as  especially  good  performances  of  recognized  masters  of 
English  prose.  The  second  purpose  is  to  measure  the  amount  of  error 
to  be  expected  in  grading  specimens  of  English  writing  by  a  scale.  He 
points  out  the  fact  that  the  errors  in  the  use  of  the  scale  at  fiist  will  be 
large,  but  will  diminish  with  practice,  and  that  the  errors  made  by 
teachers  using  the  scale  will  be  smaller  than  those  made  by  teachers 
grading  for  general  merit.    The  Hillegas  scale  is  included  in  the  article. 


VIII 

ARITHMETIC 

Brown,  J.  C.  An  investigation  on  the  value  of  drill  work  in  the 
fundamental  operations  of  arithmetic.  Journal  of  Educational 
Psychology,  Vol.  11,  No.  2,  pp.  81-88;  Vol.  111,  No.  9,  pp. 
485-491,  Feb.  191 2. 

An  experiment  given  under  same  conditions  as  Stone  tests  in  five 
minute  drill-periods  upon  the  fundamentals  to  find  the  value  of  short 
drill  exercises.  These  were  found  to  be  beneficial  in  the  6th,  7th,  and 
8th  grades.  Proved  by  comparison  of  sections  subjected  to  the  drill 
with  sections  not  subjected  to  the  drill.  Benefit  most  marked  in  6th 
grade  and  least  marked  in  8th. 

Buckingham,  B.  R.  Notes  on  the  derivation  of  scales  in  school 
subjects:  with  special  application  to  arithmetic.  The  15th 
Yearbook  of  the  National  Society  for  the  Study  of  Educa- 
tion, pp.  23-40,  1916. 

A  preliminary  report  on  an  arithmetic  investigation  in  New  York 
City  given  to  develop  standardized  material  and  to  derive  scales. 
Accompanied  by  tables  and  figures.  Suggestive  to  those  intending  to 
make  scales. 


IN  ELEMENTARY  SUBJECTS  35 

Cole,  Lawrence  W.    Adding  upward  and  downward.    Journal 

of  Educational  Psychology,  Vol.  in,  No.  2,  pp.  83-94,  Feb. 

1912. 

A  series  of  tests  to  determine  the  difference  in  accuracy  and  time  in 
adding  the  same  problems  upwaid  and  downward.  They  weie  added 
more  rapidly  and  less  accurately  when  added  upward  than  when  added 
downward.  Counting  lines  to  left  was  also  slower  and  more  accurate 
than  counting  to  the  right.  The  factor  of  habit  seemed  to  produce  a 
saving  of  time  at  the  expense  of  accuracy. 

Courtis,  S.  A.  Measurement  of  growth  and  efficiency  in  arith- 
metic. Elementary  School  Teacher,  Vol.  x,  No.  2,  pp.  58- 
74,  Oct.  1909;  Vol.  x,  No.  2,  pp.  177-199,  Dec.  1909;  Vol. 
xi,  No.  4,  pp.  171-185,  Dec.  1910;  Vol.  xi,  No.  7,  pp.  360- 
370,  March  1911;  Vol.  xn,  No.  3,  pp.  127-137,  Nov.  1911. 

Series  of  experiments  to  establish  a  standard  from  which  to  measure 
the  success  or  failure  of  a  reorganization  of  the  mathematics  courses  in 
the  writer's  charge,  and  to  trace  the  development  of  ability  in  arith- 
metic from  the  primary  grades  through  the  high  school.  Illustrated  by 
many  tables,  charts,  plots,  and  samples  tests.  An  argument  for  a  real 
science  of  teaching.  The  Courtis  Tests  in  arithmetic  enjoy  a  well- 
deserved  reputation  as  the  most  successful  scientific  measures  in  any 
subject. 

Report  on  the  Courtis  tests  in  arithmetic.    Interim  Report, 

Pt.  11,  Sec.  D,  New  York,  School  Survey,  New  York  City, 

1911-12. 

A  complete  report  on  the  Courtis  Tests  as  given  in  New  York. 
Explains  reasons  for  their  being  and  relates  how  they  were  formed. 
Contains  many  tables  and  graphs  of  results  of  Tests.  Discusses  the 
results  and  tells  values  to  be  derived  from  Tests.  This  report  is 
also  included  in  the  final  edition  of  the  New  York  City  Survey. 
Mr.  Courtis  issues  from  82  Eliot  St.,  Detroit,  a  manual  of  his  tests, 
and  accounts  of  results  from  the  use  of  them. 

The  reliability  of  single  measurements  with  standard  tests. 

Elementary   School   Teacher,   Vol.    xiii,   326-352,    March 

1913- 

A  criticism  of  the  article  published  in  the  Elementary  School  Teacher 
in  Oct.  191 2,  giving  the  results  of  a  study  made  with  the  Courtis  Tests 
No.  1  and  drawing  conclusions  therefrom.  The  writer  takes  issue  with 
certain  methods  of  the  study  and  with  certain  of  the  conclusions.  He 
declares  that  the  test  was  put  to  a  use  for  which  it  was  not  intended, 
states  the  real  purpose  of  the  test  and  the  good  effects  from  its  proper 


36  BIBLIOGRAPHY  OF  MEASUREMENT 

use.  He  shows  by  tables  and  graphs  the  results  of  testing  55,200  pupils 
in  many  sections  of  the  country,  and  compares  these  results  with  the 
results  of  the  test  before  mentioned.  He  concludes  that  first  scores, 
when  the  effects  of  other  factors  are  at  a  minimum,  measure  more 
reliably  than  any  others  the  actual  difference  in  readiness  of  associa- 
tion, that  the  "  hypothetical  first  scores,"  considered  by  those  who 
gave  the  test  as  the  true  measures  of  the  initial  ability  of  the  individ- 
uals, are  not  such  in  reality,  and  that  when  properly  used,  test  No.  1 
does  measure  a  definite  fundamental  ability  in  arithmetic.  Of  interest 
to  school  executives  and  all  upper  grade  teachers  in  arithmetic. 

Courtis,  S.  A.  The  reliability  of  single  measurements  with  stan- 
dard tests.  Elementary  School  Teacher,  Vol.  xm,  pp.  486- 
504,  June  1913. 

The  conclusion  of  a  criticism,  begun  in  the  Elementary  School 
Teacher  of  March  1913,  of  a  recent  article  on  the  reliability  of  single 
measurements.  The  writer  brings  forth  evidence  from  tests  to  show 
that  the  results  from  single  measurements  will  ordinarily  not  vary  more 
than  five  points  from  the  true  score,  that  Courtis  Test,  No.  1,  when 
rightly  used,  does  measure  one  of  the  factors  concerned  in  column 
addition,  and  that  the  results,  rightly  interpreted,  have  a  diagnostic 
value.  He  argues  in  favor  of  measuring  the  efficiency  of  the  whole 
school  to  reveal  individual  variations  and  needs  and  to  disclose  gross 
inefficiency,  to  the  end  that  schools  may  be  organized  so  that  they  may 
deal  with  large  masses  yet  give  to  each  individual  the  special  attention 
he  may  need.  Fully  illustrated  with  graphs  and  tables.  An  article  of 
fundamental  importance  in  the  theory  of  educational  measurement 
and  in  the  development  of  the  technique  of  individual  instruction 
without  abandonment  of  class  work. 

Graham,  J.  W.  A  measure  of  progress  in  the  mechanical  operations 
of  arithmetic.  Elementary  School  Teacher,  Vol.  xiv,  No.  7, 
pp.  348-349,  March  1914. 

The  use  of  the  pendulum  suspended  at  the  front  of  the  class  room  is 
suggested  as  a  means  of  accelerating  oral  work  in  the  mechanical 
operations  of  arithmetic.  The  device  is  simple  and  may  be  easily  tried 
in  any  school  room. 

Gray,  P.  C.  Norms  of  performance  in  the  fundamental  processes 
of  Arithmetic.  Journal  of  Experimental  Pedagogy,  Vol.  11 
No.  5,  pp.  310-317,  June  1916. 

This  is  a  discussion  of  the  mode  of  procedure  and  of  tests  in  the 
fundamental  processes  of  arithmetic  given  in  the  City  of  Leeds  by  the 
writer.  The  tests  are  the  same  as  those  given  by  Dr.  Ballard  in  the 
elementary  schools  of  London  and  reported  in  the  March  191 5  and 
Dec.  1914  numbers  of  the  Journal  of  Experimental  Pedagogy. 


IN  ELEMENTARY  SUBJECTS  37 

Haggerty,  M.  E.    Arithmetic:  a  cooperative  study  in  educational 

measurements.    Indiana  University  Bulletin,  Vol.  xn,  No.  18, 

PP-  385-5o8>  March  1915. 

A  report  showing  by  tables  and  graphs  the  results  in  the  Courtis 
Standard  Tests  obtained  in  twenty  cities  of  Indiana.  The  important 
facts  brought  out  by  the  tests  are  noted  and  an  attempt  is  made  to 
point  out  the  causes  for  some  of  them. 

Hahn,  H.  H.  and  Thorndike,  E.  L.  Some  results  of  practice  in 
addition  under  school  conditions.  Journal  of  Educational 
Psychology,  Vol.  v,  No.  2,  pp.  65-83,  Feb.  1914. 

This  is  a  report  of  a  series  of  tests  in  the  addition  of  columns  of  ten 
one-place  numbers  given  to  fourth,  fifth,  sixth,  and  seventh  grade 
pupils  for  the  purpose  of  determining  the  results  of  practice  upon  (1) 
the  amount  of  improvement,  (2)  the  rate  of  improvemnent,  (3)  im- 
provement in  rate,  (4)  effect  of  period-length  upon  the  rate  of  improve- 
ment, (5)  individual  differences  in  rate  of  improvement,  (6)  individual 
differences  in  initial  efficiency,  and  (7)  the  relation  of  rate  of  improve- 
ment to  initial  ability.  The  results  are  carefully  tabulated  and  show 
(1)  that,  properly  administered,  speed-drills  will  improve  accuracy  as 
well  as  speed,  (2)  an  enormous  overlapping  of  the  different  grades  in 
respect  to  ability  in  adding  and,  (3)  that  equal  practice  of  groups  of 
different  initial  ability  increases  the  initial  differences. 

Jessup,  W.  A.  Current  practices  and  standards  in  arithmetic. 
N.  E.  A.  Dept.  of  Superintendence,  igi 5.  Journal  of  Educa- 
tion, Vol.  lxxxi,  p.  272,  March  11,  1915. 

A  short  article  summarizing  briefly  the  conclusions  to  be  reached 
from  the  results  of  tests  made  by  Rice,  Stone,  Van  Houten,  and  Courtis. 
Also  briefly  presents  suggestions  of  the  investigators. 

Lane,  Henry  A.  Standard  tests  as  an  aid  to  supervision.  The 
Elementary  School  Journal,  Vol.  xv,  pp.  378-386,  March 

Courtis  Tests,  series  B,  were  given  to  about  500  pupils  in  Houghton, 
Mich.,  in  Oct.  1914.  From  these  tests,  standard  of  achievements  were 
formulated  for  each  grade  in  each  of  the  fundamental  operations.  The 
tests  were  repeated  in  June,  and  tended  to  prove  that  reasonable  class 
standards  could  be  obtained  in  a  very  short  time.  They  also  showed 
the  need  of  attacking  the  problem  of  securing  individual  attainment  of 
reasonable  standards. 


38  BIBLIOGRAPHY  OF  MEASUREMENT 

Mead,  Cyrus  D.  and  Sears,  Isabel.  Additive  subtraction  and 
multiplicative  division  tested.  Journal  of  Educational  Psy- 
chology, Vol.  vii,  No.  5,  pp.  261-270,  May  1916. 

A  discussion  of  tests  in  additive  subtraction  and  multiplicative 
division  given  to  a  second  and  third  grade  respectively.  A  "  take 
away  "  group  in  subtraction  and  an  "  into  "  group  in  division  were  also 
conducted  in  separate  classes  of  the  second  and  third  grades  and  the 
results  compared  with  the  new  methods.  The  classes  taught  by  the 
old  methods  were  slightly  in  the  lead.  Shows  that  the  new  methods 
must  be  administered  in  a  different  manner.  Of  interest  to  all  who 
contemplate  using  new  fundamental  methods. 

Monroe,  Walter  S.  A  report  of  the  use  of  the  Courtis  standard 
research  tests  in  arithmetic  in  twenty-four  cities.  Bulletin, 
Vol.  in,  Kansas  State  Normal  School,  Emporia,  pp.  1-94, 
Jan.  8,  1916. 

An  article  describing  how  these  tests  were  given  in  the  24  cities  and 
giving  tables  and  graphs  of  the  results.  Conclusions  to  be  made  from 
a  study  of  the  tables  are  also  given. 

Munson,  Kezia.  The  use  of  tests  in  arithmetic.  School  and 
Home  Education,  No.  xxxiii,  pp.  301-302,  April  1913-14. 

Explains  the  writer's  difficulties  in  finding  suitable  standard  tests  in 
arithmetic.  Shows  why  the  Courtis  Tests  in  arithmetic  met  the 
author's  requirements.  Suggests,  somewhat  vaguely,  how  a  teacher 
may  make  arithmetic  tests  of  her  own  and  use  the  Courtis  system  of 
grading. 

Otis,  Arthur  S.  and  Davidson,  Percy,  E.  The  reliability  of 
standard  scores  in  adding  ability.  Elementary  School 
Teacher,  Vol.  xiii,  No.  2,  pp.  91-105,  Oct.  1912. 

An  account  of  an  investigation,  conducted  with  270  eighth  grade 
pupils  in  San  Jose,  Cal.,  to  learn  (1)  the  approximate  reliability  of  a 
single  score  as  a  measure  of  individual  ability  to  make  addition  com- 
binations in  writing,  (2)  the  number  of  scores  required  of  an  individual 
in  order  to  obtain  a  reasonable  degree  of  reliability,  and  (3)  the  size  of 
the  group  that  may  be  measured  with  reasonable  accuracy  by  means 
of  one  score  from  each  member  of  the  group.  Twenty-five  trials  were 
given  with  Courtis  Test  No.  1  and  four  rearrangements  of  it  under 
carefully  controlled  conditions.  The  results  are  shown  in  tables  and 
graphs,  and  ably  discussed.  The  conclusions  are  that  a  single  test  is 
unreliable;  that  twenty-five  trials  are  probably  necessary  correctly  to 
measure  the  ability  of  eighth  grade  pupils  to  write  addition  combina- 
tions;  that  groups  of  25  may  be  tested  with  an  error  of  1.7  combina- 


IN  ELEMENTARY  SUBJECTS  39 

tions,  groups  of  50  with  1.2  and  groups  of  100  with  .7;  that  the  useful- 
ness of  the  Courtis  Test  No.  1  as  a  test  in  addition  may  be  questioned; 
and  that  it  is  hardly  possible  to  explain  the  improvement  noted  as 
being  due  to  increased  readiness  of  mental  association.  Of  interest  to 
all  arithmetic  teachers  and  school  executives.  For  reply,  see  above 
under  Courtis,  S.  A. 

Phelps,  C.  L.  A  study  of  errors  in  tests  of  adding  ability.  Ele- 
mentary School  Teachers,  Vol.  xrv,  pp.  29-39,  Sept.  1913. 

The  data  was  collected  from  giving  twenty-five  arrangements  of 
Courtis  Test  No.  1  to  270  eighth  grade  pupils  in  San  Jose,  Cal.  The 
purpose  was  to  determine  the  relative  difficulty  of  the  various  com- 
binations, and  what  kinds  of  errors  are  made  in  writing  the  answers  to 
the  combinations.  Mistakes  were  found  to  increase  in  number  as 
the  combinations  increased  in  size,  and  certain  type  errors  were  discov- 
ered. Speed  and  accuracy  are  shown  to  have  a  negative  correlation. 
A  valuable  contribution.     Of  interest  to  all  teachers  of  arithmetic. 

Philips,  Frank  M.  A  comparison  of  the  work  done  in  successive 
minutes  or  a  ten  minute  practice  period  in  the  fundamentals  of 
arithmetic.  Journal  of  Educational  Psychology,  Vol.  vn, 
No.  5,  pp.  271-277,  May  1916. 

An  investigation  to  determine  how  far  the  results  of  a  one-minute 
test  in  the  fundamentals  of  arithmetic  are  an  accurate  measure  of  a 
pupil's  ability,  and  to  what  degree  the  results  of  a  more  extended  test 
may  be  expected  to  vary  from  the  results  of  the  first  minute.  The 
Courtis  Tests  were  used.    A  one-minute  test  is  shown  to  be  reliable. 

Rice,  J.  M.     Rice's  reasoning  tests,  a  test  in  arithmetic.     The 
Forum,  Vol.  xxxiv,  pp.  281-297  and  437-452,  1902. 

A  series  of  tests  given  by  the  writer  to  6000  children  in  grades  4-8  in 
seven  cities,  together  with  results  obtained.  He  shows  that  the 
mechanical  side  of  arithmetic  is  closely  related  to  the  thought  side, 
that  the  best  thinking  is  accompanied  by  the  fewest  mechanical  errors. 

Starch,  Daniel.  A  scale  for  measuring  ability  in  arithmetic. 
Journal  of  Educational  Psychology,  Vol.  vn,  No.  4,  pp.  213- 
222,  April  1916. 

A  scale  designed  to  measure  ability  in  arithmetical  reasoning  such  as 
is  involved  in  the  solution  of  concrete  problems ;  arranged  in  the  order 
of  steps  of  increasing  difficulty  from  one  to  fifteen.  Shows  individual 
differences,  overlapping  grades  and  sex  differences  in  solving  problems. 
Of  value  to  those  who  are  using  scales  in  aiithmetic. 


40  BIBLIOGRAPHY  OF  MEASUREMENT 

Taylor,  E.  H.    A  comparison  of  the  arithmetical  abilities  of  rural 

and  city  school  children.    Journal  of  Educational  Psychology, 

Vol.  v,  No.  8,  pp.  461-466,  Oct.  1914. 

This  is  a  comparison  of  the  scores  in  Courtis'  Tests  made  by  the 
pupils  in  twenty-eight  rural  schools  in  Illinois  and  the  scores  of  city 
school  pupils  as  given  by  Courtis.  The  scores  of  the  rural  children 
were  found  to  be  from  one  to  two  grades  lower  than  those  of  the  city 
children,  showing  that  accuracy  is  too  little  emphasized  in  rural  schools. 

Thorndike,  Edward  L.  Measurements  of  ability  to  solve  arith- 
metical problems.     Pedagogical  Seminary,  Vol.  xxi,  No.  4, 

pp.  495-503,  Dec  1914. 

This  article  consists  of  the  tabulated  results  obtained  from  giving  a 
test  composed  of  four  arithmetical  problems  to  forty-five  hundred 
sixth,  seventh,  and  eighth  grade  pupils  to  determine  their  ability  to 
solve  in  a  given  time  problems  which  increased  in  difficulty.  The 
results  are  tabulated  to  show  sex  differences  in  problem  solving  within 
a  grade,  and  also  compare  the  achievements  of  the  three  grades,  as  well 
as  the  work  of  young  and  old  pupils  in  the  same  grade.  It  is  a  valuable 
study  in  individual  and  sex  differences  and  retardation,  and  may  be 
used  to  advantage  in  any  school  system. 

Woody,    Clifford.      Measurements    of   some    achievements    in 

arithmetic.    School  and  Society,  Vol.  iv,  No.  86,  pp.  299-303, 

Aug.  19,  1916. 

This  article  describes  the  process  of  developing  scales  for  measuring 
the  achievements  of  pupils  in  arithmetic.  It  is  valuable  in  its  reference 
to  these  particular  scales  and  interesting  in  its  incidental  comment  upon 
school  measurements  in  general. 

Zeidler,  Richard.  Tests  of  efficiency  in  the  rural  and  village 
schools  of  Santa  Clara,  Cal.  Elementary  School  Journal, 
Vol.  xvi,  No.  10,  pp.  542-555,  June  1916. 

A  study  to  measure  results  of  arithmetic  teaching  in  rural  and  village 
schools  and  to  ascertain  the  status  of  such  schools  in  the  teaching  of 
the  fundamentals  in  arithmetic  as  compared  with  some  other  western 
schools.  One-room  rural  schools  obtain  better  results  in  accuracy  than 
do  two-room  rural  schools,  three-room  rural  schools  obtain  better 
results  in  accuracy  than  the  other  three;  village  schools  fall  below  the 
rural  schools  in  accuracy,  in  number  of  examples  attempted,  and  in 
number  correctly  worked.  All  the  Santa  Clara  schools  fell  below  the 
median  scores  of  western  cities.  Illustrated  by  eight  tables,  also  com- 
pared with  Courtis  Tests.  The  findings  were  contrary  to  expectations 
and  are  a  strong  argument  for  using  scales  and  tests  for  measuring 
product  and  for  supervision. 


IN  ELEMENTARY  SUBJECTS  4 1 

IX 

GEOGRAPHY 

Witham,  Ernest  C.  A  minimum  standard  for  measuring  geog- 
raphy. American  School  Board  Journal,  Vol.  l,  No.  i, 
PP-  i3-!4,  Jan.  1915. 

A  test  for  measuring  sixth  grade  geography,  or  the  geography  of  the 
United  States,  together  with  results  obtained  from  its  use.  It  consists 
almost  wholly  of  the  location  of  geographical  features  and  the  indica- 
tion of  the  various  industrial  regions  on  outline  maps.  It  is  of  value 
within  narrow  limits,  but  not  a  comprehensive  geographical  test. 

X 

DRAWING 

Childs,  H.  G.  Measurement  of  the  drawing  ability  of  21JJ 
children  in  the  Indiana  city  school  systems  by  a  supplemented 
Thorndike  scale.  Journal  of  Educational  Psychology,  Vol. 
vi,  No.  7,  pp.  391-408,  Sept.  1915. 

Measurement  to  determine  (1)  growth  in  ability  from  grade  to 
grade;  (2)  standards  or  norms  of  ability  for  each  grade;  (3)  limita- 
tions of  the  scale  in  actual  use;  (4)  what  administrative  problems 
would  be  brought  to  light  which  might  be  desirable  for  supervising 
authorities  to  know.  Thorndike  scale  was  supplemented  to  have 
greater  degree  of  uniformity  by  adding  samples  where  units  were  not 
of  equal  value.  The  tables  of  distribution  and  curves  show  that  the 
average  child  develcps  more  ability  in  drawing  before  entering  school 
at  the  age  of  six  or  seven  years  than  he  does  in  the  entire  eight  years  of 
his  elementary  school  course. 

Thorndike,  Edward  L.     The  measurement  of  achievement  in 

drawing.    Teacher's  College  Record,  Vol.  xiv,  No.  5,  pp.  1- 

38,  Nov.  1913. 

A  scale  by  which  achievement  and  improvement  in  drawing  can  be 
measured.  Defines  by  samples  different  degrees  of  merit  in  drawings 
and  represents  them  by  numbers.  By  the  use  of  this  scale  a  teacher 
can  tell  a  pupil  how  well  he  has  drawn  or  how  well  he  should  have 
drawn.  A  supervisor  can  tell  teachers  similarly  what  he  expects  of 
children  in  a  given  grade.  Comparisons  of  achievement  can  also  be 
made  from  time  to  time. 


42  BIBLIOGRAPHY  OF  MEASUREMENT 

XI 

ADDRESSES 

The  following  information  is  taken  from  A  Descriptive  List  of 

Standard  Tests,  by  William  S.  Gray,  Elementary  School  Journal, 

Vol.  xvn,  Sept.  1 91 6. 

Thorndike's  Drawing  Scale. 

Bureau  of  Publications,  Teachers'  College,  Columbia  Uni- 
versity, New  York  City. 

Ayres'  Handwriting  Scale. 

Russell  Sage  Foundation,  Division  of  Educational  Research, 
New  York  City. 

Freeman's  Handwriting  Scale. 

Houghton,  Mifflin  Company,  Boston,  Mass. 

Gray's  Score  Card  for  the  Measurement  of  Handwriting. 
C.  T.  Gray,  University  of  Texas,  Austin,  Texas. 

Thorndike's  Handwriting  Scale. 

Bureau  of  Publications,  Teachers'  College,  Columbia  Uni- 
versity, New  York  City. 

Starch's  English- Grammar  Tests. 

Daniel   Starch,   University   of   Wisconsin,    Madison,   Wis- 
consin. 

Thorndike's  Scale  Alpha  for  Measuring  the  Understanding  of 
Sentences. 
Bureau  of  Publications,  Teachers'  College,  Columbia  Uni- 
versity, New  York  City. 

Harvard-Newton  Composition  Scale. 

Harvard  University  Press,  Cambridge,  Mass. 

Hillegas'  Composition  Scale. 

Bureau  of  Publications,  Teachers'  College,  Columbia  Uni- 
versity, New  York  City. 

Ayres'  Spelling  Scale. 

Russell  Sage  Foundation,  Division  of  Educational  Research, 
New  York  City. 

Buckingham's  Spelling  Ability. 

Bureau  of  Publications,  Teacher's  College,  Columbia  Uni- 
versity, New  York  City. 


IN  ELEMENTARY  SUBJECTS  43 

Courtis  Standard  Research  Tests. 

S.  A.  Courtis,  82  Eliot  Street,  Detroit,  Michigan. 

Jones'  Concrete  Investigation  of  the  Material  of  English  Spelling. 
University  of  South  Dakota,  Vermilion,  South  Dakota. 

Starch's  Spelling  Tests. 

The  Macmillan  Company,  New  York  City. 

Cleveland  Arithmetic  Tests. 

Dr.  Charles  H.  Judd,  School  of  Education,  University  of 
Chicago,  Chicago,  Illinois. 

Starch's  Arithmetic  Tests. 

Daniel  Starch,  University  of  Wisconsin,  Madison,  Wisconsin. 

Stone's   Arithmetic   Tests   and   Stone's  Arithmetical   Abilities, 
and  Some  Factors  Determining  Them. 
Bureau  of  Publications,  Teacher's  College,  Columbia  Uni- 
versity, New  York  City. 

Brown's  Silent  Reading  Tests. 

H.  A.  Brown,  Bureau  of  Research,  25  Capitol  Street,  Con- 
cord, N.  H. 

Gray's  Reading  Tests. 

William  S.  Gray,  School  of  Education,  University  of  Chicago, 
Chicago,  Illinois. 

The  Kansas  Silent  Reading  Tests. 

Bureau    of    Educational    Measurements    and    Standards, 
Kansas  State  Normal  School,  Emporia,  Kansas. 

Jones'  Scale  for  Teaching  and  Testing  Elementary  Reading. 
Rockford  Printing  Company,  Rockford,  Illinois. 

Starch's  Silent  Reading  Tests. 

Daniel  Starch,  University  of  Wisconsin,  Madison,  Wiscon- 
sin. 

Thorndike's  Visual  Reading  Tests. 

Bureau  of  Publications,  Teachers'  College,  Columbia  Uni- 
versity, New  York  City. 


INDEX 


Ayres,  Leonard  P.,  3,  19,  24. 
Ashbaugh,  E.  J.,  19. 

Babbitt,  F.,  9. 
Bagley,  W.  C,  3. 
Ballou,  F.  W.;  4,  28. 
Birch,  T.  B.,  5. 
Bliss,  D.  C,  5. 
Breed,  F.  S.,  20. 
Brown,  G.  A.,  5. 
Brown,  H.  A.,  12. 
Brown,  J.  C,  34. 
Brownell,  B.,  28. 
Buckingham,  B.  R.,  25,  34. 

Charters,  W.  W.,  $^. 

Childs,  H.  G.,  9,  41. 

Cole,  L.  W.,  35. 

Colvin,  S.,  5. 

Courtis,  S.  A.,  6,  12,  13,  35,  36. 

Cubberley,  E.  P.,  10. 

Culp,  V.,  20. 

Davidson,  P.  E.,  17,  38. 
Diebel,  A.,  32. 

Earhard,  G.,  29. 

Freeman,  F.  N.,  20. 

Gilliland,  A.  R.,  17. 
Graham,  J.  W.,  36. 
Gray,  P.  C,  36. 
Gray,  T.  C,  21. 
Gray,  W.  S.,  10,  13,  14. 
Green,  J.  A.,  29. 

Haggerty,  M.  E.,  14,  37. 
Hahn,  H.  H.,  37. 
Harlan,  C.  H.,  10. 


Hillegas,  M.  B.,  29. 
Hosic,  J.  F.,  30. 
Hudelson,  E.,  30. 

Jenkins,  F.,  30. 
Jessup,  W.  A.,  37. 
Johnston,  J.  H.,  10. 
Johnson,  F.  W.,  30. 
Johnson,  G.  L.,  21. 
Johnson,  H.,  21. 
Jones,  R.  G.,  15. 
Jones,  W.  F.,  25. 
Judd,  C.  H.,  11,  15,  16. 

Kayfetz,  I.,  31. 
Kelley,  F.  J.,  16. 
King,  I.,  21. 

Lane,  H.  A..  37. 
Lewis.  E.  E.,  25. 
Littell,  H.  V.,  6. 

Manahan,  J.  L.,  11. 
Manuel,  H.  T.,  22. 
Maxwell,  W.  H.,  6,  33. 
Mead,  C.  D.,  16,  38. 
Miller,  E.,  31. 
Monroe,  W.  S.,  7,  38. 
Munson,  K.,  38. 

Noyes,  E.  C,  31. 

Oberholzer,  E.  E.,  16. 
Otis,  A.  S.,  17,  25,  38. 

Pearson,  H.  C.;  27. 
Phelps,  C.  L.,  39. 
Philips,  F.  M.,  39. 
Pitner,  R.,  17,  22. 


46 


INDEX 


Rapeer,  L.  W.,  33. 
Rice,  J.  M.,  31,  39. 
Richards,  A.  M.,  17. 

Sackett,  L.  W.,  22,  26. 

Scott,  F.  N.,  7. 

Sears,  I.,  32,  38. 

Sears,  J.  B.,  26. 

Small,  J.,  29. 

Smith,  J.  H.,  7. 

Springer,  I.,  11. 

Starch,  D.,  n,  18,  23,  26,  33,  39. 

Stark,  W.  E.,  32. 

Stockton,  J.  L.,  7. 

Stoddard,  W.  E.,  32. 

Strayer,  G.  D.,  8,  11. 


Studebaker,  J.  W.,  27. 
Suzzalo,  H.,  27. 

Taylor,  E.  H.,  40. 

Thorndike,  E.  L.,  9,  18,  23,  27,  34, 

37,  40,  41- 
Tidyman,  W.  F.,  27. 
Tobey,  L.,  24. 

Uhl,  W.  L.,  18. 

Wallin,  J.  E.  W.,  28. 
Witham,  E.  C,  24,  41. 
Woody,  C,  40. 

Zeidler,  R.,  19,  40. 


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